Childminder in Tameside

Inspection date 26 July 2019 Previous inspection date 23 March 2016

p.1

This inspection: Good 2

Previous inspection: Good 2 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 is well qualified, skilled and experienced. She is very knowledgeable about how children learn and develop. The childminder follows children's interests and allows them to lead their own play. She makes good use of every opportunity to extend their learning. For example, when children ask for ice in their drinks, she asks them what happens to the ice when they touch it. n Children develop an excellent understanding of the world around them. For example, they explain that bees collect pollen from flowers and make honey in a beehive. They say, 'We planted a seed in the soil. We watered it and made sure it had lots of sunshine. The seed will grow into a sunflower.' n The childminder carefully observes children's play and uses the information effectively to accurately assess their development. She plans exciting and enjoyable activities which capture children's interests. Children demonstrate high levels of engagement in

p.1

This provision is good

activities. They are confident, independent and motivated and develop a positive attitude towards learning. n Children are very happy and well settled in the childminder's home. They form secure relationships with the childminder and strong friendships with each other. They demonstrate high levels of emotional security and self-esteem. n The childminder works closely with parents. She seeks detailed information about children's learning and development on entry. This helps her to build on children's prior knowledge and skills. The childminder shares information with parents about children's progress and supports them to enhance children's learning at home. Parents are highly complimentary about the childminder. They comment that 'she is fantastic', 'children learn so much' and 'she provides first-class care.' n The childminder works well in partnership with some feeder schools and provisions that children also attend. However, she does not share information effectively between all

p.1

This provision is good

providers to help to ensure good consistency of care and learning for all children. n The childminder does not make the very best use of self-evaluation to fully support her to identify key areas for improvement.

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 links between all providers to ensure good levels of consistency of care and learning for all children n build on self-evaluation and clearly identify key areas for improvement to help to further develop practice and elevate outcomes for children to outstanding.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching indoors and outdoors, and assessed the impact this has on children's learning. n The inspector talked to children and the childminder throughout the inspection. n The inspector completed an evaluation of a planned adult-led activity with the childminder. n The inspector looked at relevant documentation, including a sample of policies and procedures and children's records. She also checked evidence of the suitability of the childminder and other adults who live and work on the premises. n The inspector took account of the views of parents from written feedback statements obtained by the childminder.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder risk assesses toys, resources and the environment to ensure children play and learn in safety. She has a very good understanding of the action to take should she have a concern about the health or welfare of a child. The childminder is proactive in increasing her knowledge and skills through continued professional development. She has completed several training courses and uses her skills to enhance the way children learn in her care. For example, training on teaching reading in early years has helped her to enhance children's literacy skills. The childminder tracks children's progress closely, which helps her to identify any gaps in their learning and seek external intervention, if necessary. This helps to ensure that all children achieve the best possible progress.

p.3

Quality of teaching, learning and assessment is good

The childminder provides children with an excellent learning environment indoors and outdoors. She is particularly skilled at helping children to develop good communication and language skills. The childminder uses effective questioning techniques and gives children ample time to think and respond. Children eagerly recall past experiences. For example, they talk in great detail about their trip to the garden centre. Children say, 'We saw some orange fish that came to the top of the water for food and they splashed us'. Children often burst into song. For example, when they see a lamb, they sing, 'Mary had a little lamb'. When they lie down in the tent, they sing, 'Sleeping bunnies'. This demonstrates how children make links in their learning. The childminder uses children's interest in dinosaurs to promote their learning. Children use paints to make patterns and footprints with the dinosaurs feet. They demonstrate that dinosaurs 'stomp, stomp,

p.3

Quality of teaching, learning and assessment is good

stomp' when they walk across the paper. Children sort the dinosaurs into groups of those that walk on two feet and those that walk on four feet. They use mathematical language such as 'bigger', 'taller', 'small', 'shorter' and 'the same'. This has a positive impact on children's mathematical development in readiness for school.

p.3

Personal development, behaviour and welfare are good

The childminder provides children with clear and consistent boundaries to help them to learn how to behave appropriately. She talks to children about how their actions can affect the feelings of their friends. The childminder manages occasional minor conflicts with sensitivity and calmness, and peace and harmony are soon restored. Overall, children behave well. Children relish the time they spend in the garden. They climb, balance, run around and ride scooters. Children persevere and concentrate with tasks they at first find difficult. They practise repeatedly until they succeed at pedalling a bicycle.

p.3

Outcomes for children are good

All children make good progress. They develop a good understanding of the similarities and differences between people and communities and the wider world. Children are keen to share what they know with visitors. For example, they explain, 'We have to have bones, because if we did not, we would be a wobbly jelly'. They are well prepared for future learning and the eventual move to school.

p.3

Setting details

Unique reference number EY282198 Local authority Tameside Inspection number 10073365 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 March 2016

p.4

Registers

The childminder registered in 2004 and lives in the Ashton-under-Lyne area of Tameside. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder occasionally works with an assistant.

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