Childminder in Tameside

Inspection date 7 June 2019 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder makes very good use of detailed observations to accurately assess what children know and can do. She plans a wide range of challenging activities focused on children's interests that help them to move on to the next stage in their learning. For example, she uses children's fascination with water to help them to extend their mathematical development. For instance, children learn to count how many ducks they have, sing 'Five little ducks' and learn about 'full' and 'empty'. n The childminder has a natural way of interacting with children and intuitively knows what to say and do and the questions to ask. For example, she uses a running commentary to describe what children are doing as they play. The childminder introduces and repeats new words and phrases, such as 'pink flamingo' 'up, up, up' and 'splash, splash, splash'. This helps children to develop good communication and language skills and extend their vocabulary.

p.1

This provision is good

n The childminder is exceptionally sensitive and caring and provides children with a calm, welcoming and nurturing environment. Children have extremely close and trusting relationships with the childminder. They enjoy snuggling up to her for cuddles and comfort when they are tired or need reassurance. Children develop high levels of emotional security and self-esteem. n The childminder works in close partnership with nurseries and schools that some children also attend. The arrangements for sharing information about children's learning and development are effective. This helps to promote good levels of consistency and continuity for all children. n The childminder does not always seek detailed information from parents about their children's existing capabilities on entry to help her to track their progress accurately right from the start. n The childminder does not consistently provide children with a broad range of activities

p.1

This provision is good

to help to develop their understanding of diversity beyond their own family. Activities are not always used to maximum effect to help children learn about the similarities and differences between their own and other cultures, traditions and experiences.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n strengthen ways to seek initial information from parents about children's prior learning to precisely track their progress from the start n provide further opportunities for children to gain a greater understanding of diversity, such as the cultures, traditions and experiences of others, which may be different to their own.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector talked to children and the childminder at appropriate times throughout the inspection. n The inspector evaluated the quality of teaching with the childminder. n The inspector looked at relevant documentation, including children's records, safeguarding policies and procedures and evidence of the qualifications and suitability of the childminder. n The inspector took account of the views of parents spoken to on the day of the inspection.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder fully understands the procedures for recognising and reporting concerns to promote and safeguard children's welfare. The childminder has a good knowledge of her strengths and areas for development. She is totally committed to providing the best possible care and education for children. The childminder has exciting plans in place to develop the garden to improve learning opportunities for children who prefer to play outside. She is proactive at seeking out information to help to improve her practice, knowledge and skills. The childminder meets with other childminders to share good practice and accesses information from books and on the internet. She shares information with parents about what children learn in the setting and how they can help to support their children's learning at home. The childminder tracks children's progress meticulously. She quickly identifies gaps in

p.3

Effectiveness of leadership and management is good

children's learning and, in consultation with parents, seeks external intervention, if necessary. This helps to ensure that all children make the best possible progress.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a well-organised and stimulating environment. Children confidently investigate the wide range of high-quality resources and make choices about what they want to do. They demonstrate high levels of engagement in activities. The childminder encourages children to do things for themselves whenever possible. For example, when children try to put shoes and boots on a doll, she gives them time to do this independently. Children keep trying until they eventually succeed. They persevere and concentrate well. Children pretend that the doll is going to bed, having a shower and going shopping. They thoroughly enjoy playing in the role-play kitchen, where they pretend to cut up fruit and offer it to the childminder to 'eat'.

p.3

Personal development, behaviour and welfare are good

The childminder is exceptionally skilled at managing children's behaviour. For example, children sometimes get frustrated because the lamp keeps falling off the table in the doll's house. The childminder quickly diffuses the situation. She says, 'Let's push it down hard, we'll do it together. I'll help you'. Children behave well. The childminder makes good use of the garden where children benefit from enjoyable physical activities. They learn to ride bicycles and scooters and have space to run around. Children eat healthy, nutritious snacks and drink water throughout the day. The childminder has high expectations of children and provides many opportunities for them to carry out tasks and develop their self-care skills. For example, when children arrive, they independently take off their coat and hang it on their peg. They take off their shoes and put them in a box.

p.3

Outcomes for children are good

Children make good progress. They develop good creative skills and imagination. Children enjoy daily outings within the local community and to playgroups. They develop good social skills, as they learn to interact with children and adults away from the childminder's home. Children learn about letters and the sounds they represent and how to recognise and write their names. They are well prepared for future learning and school.

p.3

Setting details

Unique reference number EY545425 Local authority Tameside Inspection number 10103329 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and lives in Stalybridge. She operates from 7am to 6pm all year round from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 5. She provides funded education for two-, three and four-year-old children.

p.4

Registers

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5