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 Requires improvement

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The provision is good

Children are safe and happy in the relaxed, homely setting. The enthusiastic childminder genuinely enjoys her work. Relationships are warm and friendly. This is demonstrated by the close and caring bonds that they all share. For example, as the childminder and children engage in animated discussion, their chatter and laughter permeate the air. Children's behaviour is very good.

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The provision is good

The childminder has high expectations for children. She provides a curriculum that helps to prepare children for future learning. For example, to help children to be prepared for writing in school, the childminder provides activities that they enjoy, to help to develop their finger muscles. These include mark making in glitter and colouring princess pictures in a fairy-tale themed magazine. Younger children correctly grasp the writing utensils, show good control and carefully stay within the lines of the character, 'Merida'. Children take great pride in their achievements and, as a result, try their best. They know that when they take time creating a work of art, the childminder will display it on the kitchen boiler for everyone to admire. They all strive to achieve a 'boiler worthy picture'.

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The provision is good

The childminder adapted her provision as a direct response to the COVID-19 (coronavirus) pandemic. She revised the collection and drop off procedures. Children now leave parents at the door or, if needed, parents spend a much shorter period of time inside the childminder's home. This helps to limit the amount of close contact. Children are so settled with the childminder that they do not seem to have been affected by this procedure change.

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need to do better?

n Children are poised and confident. The childminder prioritises children's emotional well-being and self-esteem. She uses a range of methods, such as an 'un-worry pack', which includes, 'kindness cards', breathing techniques and poems, so that children are able to express how they feel. Older girls' response to the implementation of these activities was to make their own, similar 'worry box'. The childminder encourages the use of this resource, if and when children need a little bit of assurance. n The childminder teaches children about the world around them and to be kind to the planet and it's inhabitants. For example, they recycle plastic and cardboard. Children particularly enjoy bird spotting in the garden and are delighted when they find a feather. Children help the childminder to take care of 'Cliff', the bearded dragon, and feed him 'caterpillar' mealworms. All children are developing care and empathy for living things.

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need to do better?

n Since the last inspection, the childminder has made significant improvements to the service she provides. She has actively engaged with support from the local

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need to do better?

20 July 2021 authority adviser. The childminder reflects on her practice and involves parents and children in decision making. She recently consulted children on healthy foods to include on the revised snack-time rota. The childminder keeps herself updated and informed by undertaking her own reading and research. As a result, she now complies with all requirements. n Children are physically active. A favourite outing is to a large, green open space and as they squeeze through the shrubs, children declare 'the shrubs are trying to hug us'. Children and the childminder take part in many outdoor activities. They are currently challenging themselves to spend one thousand hours in the fresh air. This contributes towards their good physical health. n The childminder identifies what children know and can do. She builds on this to close any gaps in their knowledge. She recognises that some children do not yet

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need to do better?

know letters but takes small steps to help to improve their understanding. For example, she helps them to recognise pictures that start with associated letters. However, she sometimes uses incorrect letters sounds when trying to introduce phonics. Also, there are times when the childminder asks a lot of questions in quick succession, without allowing children enough time to think of and communicate a response. This does not fully support their speaking and language skills. n The childminder has established strong relationships with parents. Parents are fully involved in children's learning. Successful methods, such as online and pictorial communication, are used to share two-way communication. The childminder also shares assessments in a learning record, to update parents with children's progress. Parents spoken to praise the childminder and thank her for not only supporting their children, but helping the whole family, particularly

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need to do better?

during the uncertain times due to COVID-19. n Procedures for taking older children to school have been adapted due to COVID- 19. The childminder now meets all school children at the same collection point. This means that she does not always have an opportunity to speak to each child's class teacher. This limits the opportunity to gather and share meaningful information to help to support younger children's transition to school and to complement older children's ongoing learning in school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps children well protected. She understands the procedures to follow if she is concerned about the welfare of a child. She knows what to do in the event of an allegation being made against her. The childminder completed recent training which helps her to be able to recognise some of the lesser known child protection concerns. The childminder ensures her home is safe and secure. She has risk assessed the impact of her pets to help to keep children safe. She teaches children about possible risks and hazards. For example, the childminder conducts a regular fire evacuation procedure with them, in the event of an emergency.

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should:

n develop the use of questioning techniques to allow children enough time to think and respond to the questions they are asked, further promoting their communication and language skills n strengthen information sharing with schools to provide more consistency in supporting older children's education and help younger children to be fully prepared for the move to school n improve knowledge of how to teach letter sounds to prepare children for learning in school.

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Setting details

Unique reference number EY340158 Local authority Tameside Inspection number 10113830 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection 10 June 2019

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Information about this early years setting

The childminder registered in 2006 in Ashton-Under-Lyne, Lancashire. The childminder operates from 7am to 7pm, Monday to Friday, all year round, with the exception of family holidays and bank holidays. She holds an appropriate early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began.The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the premises and the intent of the curriculum was discussed. n The quality of teaching was observed and the inspector assessed the impact this has on children's learning. n The childminder and the inspector evaluated an activity together. n Relevant documentation was checked and discussed, such as policies and procedures, the inspector reviewed the childminder's self-evaluation and checked evidence of her suitability and the suitability of household members. n Parents' views were obtained. n Children were spoken to and the childminder and inspector held ongoing discussions throughout the inspection.

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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

20 July 2021 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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