Childminder EY456915

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

Relationships are a strength of the provision and children demonstrate that they feel happy and secure. The childminder and her co-minder model friendly and cooperative partnership working. Children learn that they can express differing opinions as long as they listen to everyone's views. They tell parents that the other children help them to learn new skills, such as riding a two-wheeled scooter.

p.2

The provision is good

The childminder observes children and accurately identifies what they are ready to learn next. For example, younger children refer to the multicoloured rice as sand, because it is in the sand tray. The childminder notes this and playfully teaches children the word that they need. The childminder understands how children learn. Children choose freely from new and familiar resources. However, the childminder occasionally distracts children unnecessarily from exploring their own ideas.

p.2

The provision is good

The childminder implements wide-ranging policies and procedures that she shares with parents. For example, she sets out her approach to managing children's access to electronic games. This helps parents and children to understand the reasons for the rules. However, the procedures for administering non-prescription medicines to children are not as clearly communicated.

p.2

need to do better?

n Children demonstrate that they feel welcome in the childminder's provision. The childminder establishes and teaches consistent rules and routines. This helps to promote children's confidence and participation. For example, children busily join in with tidying away toys before they begin another activity. n Parents like the enjoyable and friendly environment that the childminder and her co-minder offer. They say that the provision has a 'nurturing, family feel'. Parents particularly praise the childminder's admission and settling-in procedures. For example, she gathers detailed information from parents about children. This helps her to promote children's welfare and learning from the start. She sends photographs to parents through a secure mobile telephone application. Parents say that this helps to reassure them that children are safe and happy. n The childminder observes children and assesses their progress. She plans

p.2

need to do better?

activities that children are eager to join in with. This is demonstrated when children become deeply involved in pouring and digging in multicoloured rice. They discover toy animals buried in the rice. The childminder talks about the discoveries and this helps to promote children's vocabulary. However, there are occasions when the childminder interrupts children's investigation and thinking. n The childminder evaluates and improves her provision. For example, she observes that children enjoy working together to build complex railway layouts.

p.2

need to do better?

6 September 2019 She adds further resources that help to enrich children's cooperative play even further. The childminder seeks out training that helps her to improve her professional skills and knowledge. n The childminder establishes policies and procedures that help to promote children's well-being. For example, she knows individual children's dietary preferences. She finds out about children's allergies to particular foods and caters safely for them. However, the procedure for administering non- prescription medicines to children is not communicated clearly enough to parents. n Children learn why exercise and a healthy diet are important. For instance, they begin to understand the phrase 'eat well, move more, live longer'. When children are ready to use the potty or toilet, the childminder works in partnership with parents and carers. This helps children to make good progress in matters of personal hygiene.

p.2

need to do better?

n Children know the words and actions to familiar rhymes and songs. They eagerly choose books to share with the childminder or to read themselves. This helps to promote children's early literacy. The childminder's interactions help to promote children's knowledge of relative size. For example, they talk about filling the big, middle-sized and small containers with rice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows and understands local procedures for child protection. She knows what to do if she has concerns that a child is at risk of abuse or neglect. The childminder completed training about keeping children safe online. After the training she reviewed her practice. For example, she checked that her 'house rule' for children accessing the internet is clear and that everyone understands it. She talks with children about protecting their identity online.

p.3

should:

n give children more time to follow their own ideas and lines of enquiry n give parents precise information about the procedures for administering medicines to children.

p.3

Setting details

Unique reference number EY456915 Local authority Tameside Inspection number 10083214 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 3 to 12 Total number of places 8 Number of children on roll 1 Date of previous inspection 22 July 2014

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Denton. Her provision operates all year round, from 7am to 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder works alongside a co-minder.

p.4

Inspection activities

n There was an initial discussion between the childminder and inspector. They agreed times for the main events of the inspection. n The inspector observed the childminder's teaching and discussed this with her. n Parents provided written feedback about the provision. The inspector read and took account of this. n The childminder and the inspector discussed aspects of the provision that have improved since the last inspection. n The inspector observed and spoke with children at appropriate times.

p.4

Inspection activities

We carried out this inspection 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

Inspection activities

6 September 2019 regulates and inspects to 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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