Barlow, Jane Louise

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

Each day is an exciting opportunity for children to learn through experimentation and fun with the childminder and her assistants. Children are keen to get involved in messy activities and rise to the challenge of finding solutions to problems. They become engrossed in story times and sit attentively while the childminder brings books to life. There are lots of opportunities for singing, with the children selecting puppets that form the theme of the songs they sing. Children play outside every day, whatever the weather. On rainy days children show their independence by getting into all-weather suits and wellington boots. Mealtimes are a lovely social occasion. Children help to set the tables, put out the chairs, use cutlery to feed themselves, and help to clear the tables afterwards. They are happy, confident and inquisitive. They speak politely to the childminder and her assistants and treat each other kindly. The support offered to children and their families is a particular

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The provision is good

strength. The childminder and her assistants frequently go the extra mile to meet their needs. Learning experiences are carefully planned and considered by the childminder to provide suitable challenge for the children. Children are safe in the care of the childminder, be that in her home or on one of the many outings that are thoroughly risk assessed.

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need to do better?

n The childminder undertakes regular observations of her assistants' practice. She gives valuable advice and guidance on how to improve their already good teaching. Assistants talk positively about the support they receive, and the genuine care about their well-being from the childminder. n Children's language development is, for the most part, very well supported. Children hear a rich and varied range of words throughout each day. The childminder gives them lots of time to express their thoughts and to formulate responses to questions. However, there are some occasions where the words modelled by adults are mispronounced. n When making mixtures, children learn new vocabulary such as 'pipette' and 'test tube'. They predict what will happen when mixing dye with water to make a Valentine's Day potion. Children follow step-by-step instructions accurately and count precisely as they add petals to their concoction. They develop small

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need to do better?

muscles in their hands as they use funnels and jugs to move liquids from one vessel to another. n The childminder places great importance on giving children experiences they might not otherwise have. On occasions, they eat out at local cafés for breakfast and at other times they go on outings on canal boats that pass under long tunnels. They visit play farms, parks and museums. This contributes to helping the children learn about their local community. n Children learn about the importance of protecting the environment. Use of

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need to do better?

13 February 2020 plastic is limited and children are developing an early understanding of the impact of waste and the need to recycle. n The childminder ensures that children are provided with healthy and nutritious food every day. They have opportunities to try different meals all the time and children compliment the quality of the food, saying how much they enjoy it. They eat lots of fruit and vegetables, and learn about the importance of healthy lifestyles. n Children are keen learners and enjoy explaining what they know. They are confident to ask questions when they do not understand something and show great determination to succeed. When children want to paint but do not have paintbrushes to hand, the childminder encourages them to find a solution using what they have available to them. Children realise that they can use the stems of the flowers as brushes, so demonstrating their problem-solving abilities.

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need to do better?

n Parents speak highly of the childminder and her assistants. They explain about the vital part in their lives that they play and the invaluable support that they offer. n Children develop close bonds with the childminder and her assistants. Babies' eyes light up when their favourite adult is close by. They stand themselves up and toddle across the floor with arms outstretched for a cuddle. Children are motivated by the praise and encouragement they receive. n There is a firm commitment to ongoing professional development from the childminder and her assistants, be that attaining early years qualifications or attending training that will further support positive outcomes for the children.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants have detailed knowledge of safeguarding. They know about wider safeguarding matters, such as radicalisation, and apply that knowledge in a relevant manner to their local area. Written policies are detailed and correctly set out the procedures to follow if there are concerns about a child. Assistants understand the importance of reporting concerns if they feel that the childminder has failed to do so. All adults working with the children are unwavering in their commitment to keeping children safe. They know where to report concerns about another adult working with the children.

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should:

n help to further support children's communication and language skills by consistently pronouncing words correctly.

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Setting details

Unique reference number EY361388 Local authority Tameside Inspection number 10073998 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 10 Total number of places 18 Number of children on roll 27 Date of previous inspection 5 May 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Ashton-under-Lyne. She works with three assistants and operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She receives funding to provide early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector toured the areas of the setting used for childminding. n The inspector spoke to the childminder, her assistant and children at appropriate times throughout the inspection. n A planned activity was observed by the inspector and was jointly evaluated with the childminder. n The written and verbal views of parents were taken account of by the inspector. n A range of policies and procedures were looked at by the inspector, and evidence of the suitability of those working with the children or living at the address was checked.

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Inspection activities

13 February 2020 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

13 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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