Childminder 501259

Overall effectiveness Good

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

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The provision is good

The childminder has a good knowledge and understanding of the children in her care and how they learn. She has high expectations of children and supports them effectively to make progress in their learning. The childminder plans a wide range of activities based on children's interests and what they need to learn next. Children are extremely motivated and eager to learn. They make good progress. Children paint on paper and the childminder shows them how to fold it. They squeal with delight and anticipation as they open the paper and discover the patterns that they have made. The childminder is particularly skilled at helping children to develop their communication and language skills. Children learn new words, such as 'splodge', 'blob' and 'unicorn', and use them in their play.

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The provision is good

The childminder is extremely sensitive and caring, and provides children with a welcoming and nurturing environment. Children demonstrate a close relationship with the childminder. For example, they thoroughly enjoy one-to-one time when they sit on the childminder's knee for cuddles and look at books. They are exceptionally well settled and happy in the childminder's home and feel safe and secure. The childminder teaches children to share and take turns, and to understand the difference between right and wrong. Children are well behaved.

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need to do better?

n The childminder plans challenging activities to help children to make progress. Children concentrate well and persevere with tasks that they find difficult at first. For example, they practise completing jigsaw puzzles and are delighted when they achieve what they set out to do. This helps to promote children's self- esteem and confidence. n The childminder promotes children's understanding of diversity well. For example, she takes children to see the temple that is being built nearby. Children are intrigued by this and ask the site workers what they are doing and comment that the temple is getting bigger every day. Older children teach younger children about their country of origin. For example, they talk about the rainy season and share traditional food. The childminder challenges stereotypes and teaches children to accept and respect the similarities and differences between themselves and others.

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need to do better?

n Pre-school children learn to recognise and write their name and understand that words carry meaning. However, the childminder does not consistently provide opportunities to help older children to develop their understanding of linking sounds to letters to further enhance their early literacy skills. n The childminder monitors children's progress effectively. This helps her to quickly identify and address any gaps in their learning and development. n Children who speak English as an additional language are well supported. The

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need to do better?

7 October 2019 childminder finds out and uses words and simple phrases in children's home language to help them to communicate. n The childminder works closely with the school and nursery that some children also attend. She shares information effectively, which helps to promote good levels of consistency and continuity for all children. n Children enjoy a broad range of well-balanced and nutritious meals. The childminder talks to children about food that helps them to grow big and strong and the importance of drinking lots of water to keep them healthy. She provides a wealth of opportunities for children to enjoy physical exercise and fresh air. This has a positive impact on children's good health and well-being. n The childminder is a committed and dedicated practitioner. She consistently reflects on her practice and adapts the environment, resources and activities to meet children's individual needs. The childminder makes good use of

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need to do better?

professional development and training opportunities to help to improve the quality of her already very good teaching skills. n The childminder shares information with parents about children's learning and progress and how they can support children's learning at home. However, the childminder does not seek detailed information about children's development from parents on entry to help her to track children's progress more precisely from the start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of how to identify the possible signs of abuse and neglect. She understands the action to take should she have any concerns about the health or welfare of a child in her care. The childminder regularly attends training in this area to ensure that her knowledge is kept up to date. She is vigilant regarding children's safety and takes steps to ensure children are kept safe in her home and garden.

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should:

n make better use of opportunities to reinforce older children's understanding of linking letters and sounds to support their early literacy awareness further n strengthen the arrangements for consistently seeking information from parents about children's learning and development on entry, to track children's progress more precisely from the start.

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Setting details

Unique reference number 501259 Local authority Tameside Inspection number 10072921 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 3 to 11 Total number of places 6 Number of children on roll 9 Date of previous inspection 20 July 2016

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Information about this early years setting

The childminder registered in 2001 and lives in the Ashton-under-Lyne area of Tameside, Greater Manchester. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The quality of teaching during activities indoors was observed and the inspector assessed the impact this has on children's learning. n The inspector talked to children and the childminder at appropriate times during the inspection. n The childminder evaluated a planned adult-led activity with the inspector. n The inspector looked at relevant documentation, including safeguarding policies and procedures and children's records. She also checked evidence of the suitability of the childminder and other adults living on the premises. n The childminder shared parents' written views of the setting, which the inspector took account of during the inspection.

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Inspection activities

7 October 2019 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

7 October 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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