Childminder EY282236

Overall effectiveness Good

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

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The provision is good

Children are extremely happy and form exceptional relationships with the childminder. Flexible settling-in arrangements, that include gathering precise information about children's routines, contribute well to their sense of contentment. The childminder's extremely attentive approach means they develop a very strong sense of security and belonging.

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The provision is good

The childminder plans exciting activities for children based on their interests and the next steps in their development. She skilfully supports children's language development. For example, she sings songs with children and encourages conversations to help extend their use of language.

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The provision is good

Children's behaviour is excellent. They are polite, kind and considerate. The childminder models how to behave towards others and sensitively communicates her high expectations to children. Children relish the roles and responsibilities they are given as they help to set up activities and tidy away resources.

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The provision is good

Children benefit from the range of outings they attend in the local community to extend their knowledge of the wider world. For example, they enjoy exploring the woods for conkers, attend regular singing groups and visit the library to find books and information about festivals and celebrations from around the world.

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need to do better?

n Partnerships with parents are excellent. The childminder keeps parents fully informed of their children's progress and excels in sharing her knowledge and experience. For example, parents are provided with regular 'home learning links'. Furthermore, the childminder shares resources for families to enjoy at home and provides parents with daily communication diaries and face-to-face feedback. n Children develop a love of books and spend some quiet time each day looking at them and listening to stories. The childminder offers a wide range of resources and learning opportunities that challenge children. This helps them to make good progress in all areas of learning. n The childminder ensures care practices are tailored to each child's routines while giving them opportunities to become independent. For example, children fold and tidy away comfort blankets, bring in favourite books from home to read, peel and cut up their own fruit and make choices in their play. Children learn to

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need to do better?

manage risks for themselves. For example, they carefully use the equipment in the garden and learn about road safety as they walk to school. n The childminder provides a wide range of resources that encourage children to develop their mathematical skills. For example, they count stacking cups and place them in order of size, discuss the shapes they can see around them and

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need to do better?

16 September 2019 enjoy matching colours and making patterns with strings and buttons on an activity board. n The childminder develops good partnerships with the schools that children attend. They work closely together to provide continuity in children's care and learning. For example, the childminder continues the same activities at home, such as tracing letters, pencil control and writing their names, to support children's literacy skills. n Children's physical health is well promoted. The childminder uses mealtimes to extend children's learning about eating healthily. They talk about what foods are good for them and children help themselves to drinks of water and healthy snacks throughout the day. Children enjoy playing in the childminder's large garden and know to wash their hands after playing outdoors and before eating. n The childminder has not yet fully identified ways to extend her already good

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need to do better?

practice to raise the quality of teaching and children's outcomes to a higher level. She does not always identify ways to drive further improvements in order to aim for the best possible progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs that might indicate a child is at risk of harm. She understands how to identify and report any concerns to the relevant authorities and is aware of wider safeguarding concerns. The childminder completes regular risk assessments and ensures a safe environment. She has comprehensive safeguarding policies and procedures that underpin her good knowledge.

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should:

n develop self evaluation further so that it maintains a sufficient focus on areas to improve to additionally develop the already good quality of teaching and learning.

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Setting details

Unique reference number EY282236 Local authority Tameside Inspection number 10072095 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 0 to 11 Total number of places 6 Number of children on roll 4 Date of previous inspection 20 July 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Hyde, Cheshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector held discussions with the childminder and spoke with children at appropriate times during the inspection. She looked at relevant documentation and evidence of the suitability of persons living on the premises. n A joint evaluation of an activity was completed by the childminder and the inspector. The quality of teaching was observed and the impact this has on children's learning. n The inspector observed interactions between the childminder and children present. n Parents' views were taken account of through written feedback provided.

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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

16 September 2019 16 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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