Childminder EY537246

Overall effectiveness Good

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

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The provision is good

The childminder provides a safe and welcoming environment in which children can play and learn. While she encourages children to manage some of their own risks, the childminder assesses potential dangers and puts measures in place to minimise them. For example, she has an accessible fire blanket in the kitchen.

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The provision is good

The childminder supports children to develop their independence. For example, as they arrive at the childminder's home, she asks them to unzip their own coats and hang them on their pegs. Children complete the task competently.

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The provision is good

The childminder plans activities and experiences based on what children know and what they are interested in. She accurately assesses their development and what they need to learn next. Children progress very well and develop at the levels expected for their age. In some areas of learning, such as literacy, children develop at a faster rate. To help children develop mathematical skills at a similar rate, the childminder is working on ways to develop her teaching.

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The provision is good

The enthusiastic childminder ensures children have fun as they learn. They laugh, sing and dance. Children develop a sense of humour and enjoy entertaining others with their dance moves. However, this can sometimes distract children from focusing on planned activities.

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The provision is good

The childminder helps children to learn new skills and encourages them to try and try again. For instance, younger children persist in drinking out of a 'big cup' even though they spill their drinks the first time.

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need to do better?

n The childminder evaluates her provision well. She has responded effectively to the actions set at the previous inspection. She knows her strengths and is keen to build on them. The childminder highlights areas for development and strives to provide high-quality experiences for children. Although the childminder continually updates her knowledge, she is not yet fully confident about how to promote children's mathematical development to the highest standard. n The childminder teaches children about hygiene and being healthy. For example, she explains how to clean their hands thoroughly before snack time. n The childminder provides lots of opportunities for children to sing and dance. Even younger children know the words to songs and move in time to the music. Children sing spontaneously as they play. On some occasions, music distracts children from focusing intently on a planned activity. For example, during an

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need to do better?

activity with dough, the childminder introduces music. This diverts children's attention and they lose concentration.

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need to do better?

10 September 2019 n Children demonstrate confidence. They self-assuredly guide visitors into their playroom and show them the toys they enjoy. n The childminder continually engages children in conversation about what they are doing, what they have done and what they will do. She provides clear instructions and children follow them well. For example, when asked, children collect bibs from a bag and hand them out to other children. Children develop excellent vocabulary for their ages. For example, younger children talk about 'triceratops' and 'pterodactyls'. n The childminder ensures that children have ample opportunity to play and learn outdoors. For example, they regularly visit parks, woodlands and rivers. The childminder uses these occasions for activities such as making model spiders out of twigs and making marks in the mud. n Children thoroughly enjoy imaginative play. They play with the doll's house,

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need to do better?

making up stories and giving voices to the characters. Children enjoy looking at books and listening to stories. The childminder provides experiences that bring stories to life. n Children interact well with their peers and adults. They build close relationships and feel very safe and secure with the childminder. For example, as the childminder sits on the floor, children climb on her back and cuddle her. n The childminder builds strong relationships with parents. For example, she encourages them to extend children's learning at home. She asks parents to work on areas of their children's learning over the summer holidays, such as drawing circles or feeding themselves. n The childminder takes advice from professionals when children have conditions that may affect their physical development. She incorporates their suggestions into daily routines and activities. For example, the childminder encourages children to squeeze their dough to help them build strength in their hands.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has clear procedures in relation to the safeguarding of children. She can identify the signs and symptoms of abuse. The childminder knows how to report any concerns she may have about a child or adult, including any allegations about herself or household members.

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should:

n focus more precisely on gaining knowledge about mathematics in the early years and putting changes into practice in the curriculum n support children even further to focus on their learning during planned activities, for example by helping children to concentrate on one activity at a time.

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Setting details

Unique reference number EY537246 Local authority Tameside Inspection number 10078723 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 6 Number of children on roll 5 Date of previous inspection 10 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Stalybridge, Greater Manchester. She operates during term time from 8am to 5.30pm, on Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector viewed the environment inside and outside. n The childminder and inspector held discussions throughout the inspection, for example, regarding the childminder's evaluation of her service. n They discussed the effectiveness of teaching during a planned activity. n The inspector viewed comments from parents and evaluated their opinions. n Various documents were looked at, including those relating to the suitability of the childminder and any household members.

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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.

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Inspection activities

10 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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