Childminder EY349694

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

Children are included in the childminder's family life and treated as part of her immediate family. They receive genuine affection and thrive in their emotional well- being in this home-from-home environment. To illustrate, the childminder speaks with fondness as she recalls the pleasure children show when they receive Christmas gifts and celebrate birthdays while in her care. Children's welfare and safety is given utmost priority. For example, when children go down stairs they are reminded to walk slowly. Furthermore, the attentive childminder ensures she walks in front of children to minimise the risk of falling. The childminder and her assistant incorporate humour into their teaching to help to inspire children. They deliver challenging activities in an animated and enthusiastic way. This contributes to children's curiosity and enthusiasm for learning. For example, the childminder's assistant places a brick on top of his head and asks children to locate the 'missing

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The provision is good

brick'. Children giggle and laugh enthusiastically, illustrating their enjoyment and excitement.

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need to do better?

n The childminder and her assistant work very well together and their effective teamwork helps to ensure the smooth running of the setting. They share responsibilities and focus their attention continually on children. Furthermore, they are both conscientious and dedicated to offer a high-quality service for children and families they support. n Children's interests are carefully incorporated into activities. This helps to enthuse and inspire children in their learning. For example, children choose their favourite songs and dance enthusiastically as the music plays. n The childminder and her assistant are clear, fair and consistent in their approach to promoting positive and cooperative behaviour. Children understand expectations, they respond well and their behaviour is good. They tidy away their toys, care for each other and look after their environment with pride. Children are praised for their helpful efforts and achievements, contributing to

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need to do better?

their good sense of self-worth. n Hygiene systems are diligently observed and very well embedded into everyday practice. In particular, practice around food preparation is strong to help to promote children's good health. n The childminder creates a bright and stimulating play room. Children are free to make choices about what they wish to play with and they busily explore with motivation and excitement. For example, children choose to look in a mirror. They express themselves as they pull faces and pretend to be sad and happy. Children develop their ideas and begin to appreciate emotions and feelings in an enjoyable and engaging manner. They are independent learners and self- assured. However, the childminder does not always respond quickly to children's

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need to do better?

8 October 2019 changing needs. Sometimes daily routines lack flexibility and are not adapted immediately. For example, the childminder does not respond quickly enough as children become tired during routines. n Partnerships with parents are effective. The childminder and parents regularly share information about children's progress. Parents conveniently have continual access to their children's online learning records and frequently log in to view their children's progress information. Parents are well informed and communication with home is good. n The childminder closely supervises her assistant. She frequently gives honest feedback on the practice she observes. They talk about ideas to improve and discuss ways to develop teaching. However, the childminder does not plan for her ongoing professional development to improve her teaching skills and thereby has an impact on children's progress even more.

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need to do better?

n Children have an impressive vocabulary and talk with confidence. The childminder uses age-appropriate teaching methods to help to extend vocabulary and broaden children's understanding of language. For example, plenty of singing and music enables children to hear new words through repetition, rhythm and rhyme. Children of all ages express themselves clearly and confidently. n Children have many opportunities to count and develop good mathematical skills. They practise categorising shapes and colours, contributing to their good critical thinking and problem-solving skills. Children make good all-round progress and prepare well for their eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have secure knowledge of all aspects of safeguarding and child protection. They understand what signs may indicate a child is at risk from harm. They know the appropriate steps to take to report concerns to their local authority safeguarding team. The childminder and her assistant understand their statutory obligation to protect children and keep them safe.

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should:

n strengthen teaching skills even more and identify a precise plan for ongoing and continual training to have an impact on children's progress at the highest level n respond more quickly to children's changing needs and adapt a flexible approach to daily routines.

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Setting details

Unique reference number EY349694 Local authority Tameside Inspection number 10072098 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 9 Total number of places 12 Number of children on roll 10 Date of previous inspection 1 October 2015

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Information about this early years setting

The childminder registered in 2007 and lives in Ashton. She operates all year round, from 6.30am to 5.45pm on Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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Inspection activities

n The inspector spoke to the childminder, her assistant and the children at appropriate times during the inspection. n The childminder and inspector completed a learning walk around all areas of the setting. They discussed the organisation of the environment and the safety measures in place. n The inspector observed activities delivered by the childminder and her assistant, and considered the impact of their teaching on children's progress. n The inspector viewed documentation and took account of suitability documentation for all adults living and working at the setting.

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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

8 October 2019 8 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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