Childminder EY548765

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder sets high standards for her own performance and is ambitious for children's progress. She is an accomplished musician and her skills benefit the children in her provision. For example, the childminder expertly uses chime bars to play along with songs and nursery rhymes. This helps children to gain first-hand experience of the pitch and rhythm of musical percussion. Children copy the childminder and discover that they can make music too.

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The provision is good

Parents praise the childminder's supportive approach when children first attend. They say that she seeks information about children's home routines and preferences. She ably uses the information to help children to settle into her provision. Children demonstrate that they feel secure and happy in the childminder's company. Parents and the childminder exchange information that helps to promote continuity in children's care and well-being. For example, parents tell the childminder what children have eaten for breakfast.

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The provision is good

Children readily follow the childminder's routines. This helps them to develop self- control and confidence. This is demonstrated well when children eagerly fetch individual mats to sit on at story time. The routine signals that this is a time to sit still. This helps children to tailor their behaviour to different situations.

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need to do better?

n The childminder evaluates her practice effectively. She completes training that helps her to improve her teaching. For example, the childminder completed an online training course about younger children's repetitive patterns of behaviour when they play and explore. The knowledge that she gained helps her to observe children's play with more understanding and insight. Furthermore, the childminder's observations help her to provide toys and activities that excite children's interest. n The childminder has established a stimulating environment for play and learning in her home. She skilfully joins in with children's eager self-initiated play. This helps children to extend their learning and to complete tasks successfully. For example, toddlers take the rings off a stacking toy then try to reassemble it. The childminder gently intervenes to help them find the biggest ring each time until the stack is completed. Her sensitive, direct teaching helps children to learn

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need to do better?

about relative size. n The childminder sings and dances with the children every day. This helps to promote their language and physical development really well. The childminder publishes the words of children's favourite songs in her parent newsletter. She tells parents how learning the songs helps children to make progress. For example, how children's balance and coordination are promoted when they join

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need to do better?

8 November 2019 in with 'Dingle Dangle Scarecrow'. Parents say that the information helps them to have fun and continue children's learning at home. n The childminder demonstrates attention to detail in her communication with parents. This helps to promote children's welfare effectively. For example, she lists the contents of her first-aid kit and checks whether children are allergic to any items in the kit. n The childminder understands child development and how children learn. This helps her to sequence children's learning effectively. For example, the childminder teaches toddlers to drink from open-topped cups when they are seated at the table. This helps to promote their independence and confidence. n Children enjoy listening to stories and this helps to promote their early literacy effectively. The childminder and children hold lively conversations about the characters and pictures in the books. Children ask questions and demonstrate

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need to do better?

curiosity. However, there are occasions when the childminder does not model words and short phrases precisely enough to help children to express themselves effectively. n Children learn to behave well because the childminder sets clear boundaries that she teaches effectively. This is demonstrated when younger children snatch toys from each other. The childminder patiently and consistently returns the toys and repeats the rule about not snatching. This helps children, from a young age, to modify their behaviour and respect other people.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the local procedures for child protection well. She knows what to do if she is concerned that a child is at risk of harm. The childminder demonstrates a strong awareness of the risks to children's safety online. For example, she teaches children to tell someone if they receive messages that worry them or make them feel frightened. The childminder's clear procedures help her to promote children's welfare. For example, she keeps precise records of the medication that she administers to children.

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should:

n strengthen techniques for modelling language, so that children rapidly acquire the words they need to ask questions and express their ideas.

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Setting details

Unique reference number EY548765 Local authority Tameside Inspection number 10126866 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 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Stalybridge. She operates all year round from 7am to 6pm, Monday to Friday, 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 inspector and the childminder discussed the childminder's plans for the morning's activities. This included what she intended children to learn. n Parents provided written feedback about the provision and one parent was interviewed by the inspector. The inspector took account of their views. n Children, the childminder and the inspector joined in with action songs. The inspector observed children's participation and learning. n Documents used in the provision were read and discussed; for example, the childminder's records of medication. n The inspector and the childminder discussed what children had learned and were ready to learn next.

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Inspection activities

8 November 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

8 November 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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