Childminder EY377212

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 extremely settled and gain high levels of confidence. For example, babies ooze with confidence and are eager to do things by themselves. They select resources such as wooden discs and remain engaged as they try to fit them together. Parents comment positively about their children's confidence and how the childminder has given them 'a great start'.

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The provision is good

Children develop trusting relationships with the childminder, who is kind and attentive to their needs. This positively supports their emotional well-being and helps them to feel safe and secure. Children take part in a wide variety of stimulating activities. For example, they learn about the animals and the natural world during visits to the farm and local reservoir. Children's passion for learning is ignited by the childminder's enthusiasm and love of books. She has a superb selection of books and uses these well to encompass all aspects of children's learning. For example, older children who are learning about seasons retrieve information from books that are presented on the autumn display. Babies quickly discover that they can record their babbles on the electronic book. This generates lots of fascination as they keep pressing the button to hear their babbles again.

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The provision is good

The childminder has high aspirations for all children and wants them to achieve their full potential. She knows the children well and promotes their learning by providing activities that are challenging but achievable.

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need to do better?

n The childminder is a reflective practitioner who ensures continuous improvements to the curriculum. She works closely with her childminder friends and continually seeks ideas to aid children's learning. For example, the childminder has used knowledge from research to develop the physical environment. She provides lots of natural resources so that children can explore and learn using different materials. n Children have lots of opportunities to learn new words, which extends their vocabulary. Older children discover interesting words such as 'llama' when they visit the farm. All children enjoy singing nursery rhymes, which also enhances their communication and language skills. The childminder uses books extremely well, which helps children to develop a love of the printed word. For example, babies who are still babbling select their favourite story 'Dear Zoo'. They turn the pages with increasing skill and competently say the words 'monkey' and

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need to do better?

'ssssnake', without any prompts. Although the childminder values the importance of reading, she has not considered how to encourage reading at home. n Children are engaged and motivated in their learning. Babies are keen to explore the foil and stainless-steel pots and pans. They explore the shiny textures, for

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need to do better?

21 November 2019 example, by crinkling the foil. Babies also build a repertoire of sounds as they bang the pans with different objects. They make links with their learning and venture over to the musical instruments to create different sounds. The childminder works hard to ensure children develop the skills they need. She offers lots of support and encouragement, and plans activities with a purpose. As a result, children are willing to have a go and display high levels of engagement. n The childminder understands the importance of 'school readiness'. She makes sure children are independent with their self-care skills, for example going to the toilet by themselves. Children have lots of opportunities to practise their early writing skills. Writing implements such as felt-tip pens and pencils are always available, and children can access these resources at any time. The childminder also creates innovative activities, such as writing letters of the alphabet on

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need to do better?

wooden discs, which encourages children to recognise and match the letters in their name. Children are very well prepared for their move to school. However, the childminder does not work in partnership with teachers once children start school. As a result, she does not complement children's learning in school. n Children benefit from lots of fresh air and exercise. They access the well- resourced back garden and enjoy frequent trips to the park and the local forest school. These activities provide opportunities for children to be active, which promotes their good health. Children enjoy a healthy range of meals and snacks. For example, babies enjoy eating blueberries and breadsticks. They also respond well to boundaries and learn not to throw cheese on the floor if they do not like it. Overall, children are extremely happy, settled and have a good sense of belonging in this nurturing environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps up to date with child protection training. She is fully aware of the possible indicators of abuse and knows the procedures to follow in the event of a concern. The childminder keeps children safe at all times. She ensures her home is safe and that hazardous items, such as toys with small pieces, are kept above toddler height. The childminder is vigilant when she takes children on outings. She transports children safely in her car, and children know they must hold the handlebars of the pushchair when walking to school.

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should:

n share ideas with parents to extend children's love of books and reading at home n strengthen links with teachers at school so that older children benefit from continuity in their learning.

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Setting details

Unique reference number EY377212 Local authority Tameside Inspection number 10074139 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 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 10 March 2016

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Information about this early years setting

The childminder registered in 2008 and lives in Hyde, Cheshire. She operates all year round, Monday to Thursday from 7.30am to 5pm, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed the quality of education and the impact this has on children's learning. n The inspector observed the childminder's interaction with the children throughout the inspection. n The inspector evaluated an activity with the childminder. n Consideration was given to parents' written testimonials. n The inspector reviewed some documents, including the childminder's first-aid certificate. n The inspector spoke to the childminder about children's progress and development.

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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

21 November 2019 21 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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