Childminder in Tameside

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 welcoming environment where children are settled and happy. Children talk to the inspector and are happy to show her what they are doing, which demonstrates that they feel secure. The environment is well thought out. For example, in the lounge area, children access resources such as construction and role play. In the kitchen, children explore dough, creative activities and baking. The childminder has a range of resources which she rotates on a regular basis to help children to develop new skills. Children know where resources are stored. However, at times, access to resources can be difficult, which impacts on children's opportunities to make choices.

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The provision is good

The childminder is a positive role model. She encourages children to use their manners, take turns and share resources. Children listen carefully to the childminder and demonstrate good listening and attention skills. Children's behaviour is good. The childminder has high expectations for all children and encourages them to be involved in routines, which helps to support their independence skills. For example, children work together to tidy away resources before lunch.

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need to do better?

n The childminder regularly evaluates her provision and seeks the views of children and parents to inform areas for development. She has recently developed the ways that she communicates with parents about their child's learning. The childminder attends training opportunities and meets regularly with other childminding professionals to refresh her knowledge. n The childminder discusses children's care needs with parents on a regular basis and understands their individual needs. Children have built secure attachments with the childminder. They regularly invite her to join in with their play and enjoy humorous discussions. For example, children giggle as the childminder attempts to find buttons they have hidden in pieces of dough. n Planned activities support children's knowledge and developing skills across all areas of learning. The childminder plans activities which engage children and support them in being active learners. For example, children with an interest in

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need to do better?

transport are taken on an outing to the local airport, where they view light aircrafts and helicopters. n The childminder promotes children's communication and language development well. She provides a running commentary for children and introduces new vocabulary. The childminder supports children's language throughout all parts of the day. For example, she sings and talks with children as she changes their nappy. Children access a range of resources. However, at times, the way resources are stored makes it difficult for children to view what is available to

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need to do better?

21 February 2020 them. n The childminder works closely with parents. For example, she talks with parents about the negative impact that consistent use of dummies can have on children's speech. Parents contribute to processes of assessment by sharing news from home. Parents are complimentary about the care the childminder provides. They like that children go on lots of outings and that the childminder is very flexible and accommodating. n Children learn about healthy lifestyles. For example, they enjoy healthy meals and access the outdoors every day. However, learning opportunities in the outdoor area are not as consistently available as those that are offered indoors. Children experience the wider world. For example, they visit different playgroups and socialise with larger groups of children, which promotes children's social skills. n Partnerships with other professionals are in place and contribute to the care of

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need to do better?

children. For example, the childminder shares information with teachers about children's individual needs as children prepare to leave for school. The childminder is aware of the professionals she could contact if she had concerns about a child's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an effective understanding of the importance of her role in safeguarding children. She has procedures in place to follow in the event of a concern about a child's welfare. She understands the importance of being vigilant about children's well-being and the possible signs that could raise a concern. The childminder attends regular child protection training and is aware of the procedure to follow should a child make a disclosure to her. The childminder completes visual safety checks of the environment to help keep children safe. For example, she checks the garden when the family dog has been outside, to check that the area is clean for children to access.

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should:

n develop consistent learning opportunities in the outdoor area for those children who prefer to learn outside n improve children's access to resources to enable them to make further independent choices during their play.

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Setting details

Unique reference number EY429742 Local authority Tameside Inspection number 10074823 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 2 to 9 Total number of places 6 Number of children on roll 13 Date of previous inspection 13 July 2016

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Information about this early years setting

The childminder registered in 2011 and lives in the Mossley area of Ashton-under- Lyne. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 4.

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Inspection activities

n The inspector observed activities and assessed the impact these have on children's learning. n The inspector spoke with children and the childminder during the inspection. n A joint observation was completed by the childminder and the inspector. The childminder discussed how she plans for children's learning and development. n The inspector looked at documentation, including a sample of policies and procedures, processes of assessment, and the childminder's first-aid certificate. n Written comments from parents were observed by the inspector to take account of their views.

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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 February 2020 21 February 2020 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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