Sarah Quinn

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

Children are happy and safe in this welcoming setting. They giggle and share jokes together. Friendships flourish and children are frequently kind to each other. For example, they use gestures, such as patting and stroking, to indicate affection and reassurance towards friends. Children talk with excitement about how they are kind and gentle to the childminder's dog. They are respectful, mature and considerate. Furthermore, children are responsible. They look after their belongings and keep toys neat and tidy. Children enthusiastically comment 'Can I help?' when it is time to tidy away games. Children are helpful and behaviour is good.

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The provision is good

Children enthusiastically choose activities and select games and toys they wish to play with. They are curious and eager to explore and, in turn, enjoy their learning. The childminder actively encourages children to make independent decisions about their play. She frequently offers more than one game and waits for children to make choices. The childminder values children's opinions. Their confidence and self-assurance flourishes in this respectful setting. Throughout the COVID-19 (coronavirus) pandemic, children have continued to experience a broad range of learning opportunities and warm reassurance from the friendly childminder. The impact on children's learning and development has been well managed by the childminder's response.

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need to do better?

n The childminder knows what she wants children to learn and plans activities specifically targeted to help children to develop. She observes children to understand what they can do and uses this knowledge to plan appropriate activities. Children make good progress. n Children of all ages have plenty of opportunities to be active. Older children develop their coordination and stamina as they jump on a trampoline. Younger children climb on chairs and squeeze in and out of a toy caravan. They navigate steps between rooms with ease. Opportunities to learn new skills and practise existing ones are plentiful. Children of all ages make good progress in their physical development. n The childminder speaks to children continually as they play. Children hear new words as conversations progress and they begin to understand sentence structure. However, sometimes, the childminder does not use questions effectively to encourage children to think, respond and develop their already

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need to do better?

good language skills even further. n The childminder has a vigilant attitude towards children's health and safety. Children wash their hands before eating and after touching animals. They learn the importance of good hygiene routines. Simple safety measures are effective. For instance, children wear high-visibility vests during trips for safe supervision.

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need to do better?

2 August 2021 Children's welfare is well promoted. n The childminder knows what she does well and understands her weaknesses. She frequently reflects and identifies clear targets to improve her practice. However, she has not established a training plan to extend her confidence and good skills even further. n Parents are complimentary about the childminder and the care and warmth she gives their children. The childminder communicates frequently with parents about children's progress and daily experiences. Parents are well informed and children benefit from a joined-up approach to their care and learning. n The childminder's quality teaching helps to extend children's learning and deepen their knowledge. For example, children concentrate as they count toy fish. They successfully count to five, demonstrating good mathematical knowledge. Children are encouraged to show five fingers and they begin to understand quantity, alongside their already good counting skills.

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need to do better?

n The childminder adapts her interactions to meet children's different abilities and needs. Younger learn the names of animals, such as 'flamingo', to help to extend their growing vocabulary. Older children enquire about where flamingos live. They learn about habitats and the natural world around them. Subtle changes to teaching helps to ensure all children's needs are met and contributes to their good development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are safe in this setting. The childminder's home is secure, clean and well organised. She has considered possible risks to children and takes steps to remove or reduce hazards. For instance, the childminder sterilises toys to help to reduce the risk of cross contamination by germs. The childminder's knowledge of safeguarding matters is good. She is familiar with the local authority safeguarding guidelines and knows how to identify and respond to any concerns that may arise. She has completed necessary child protection training and has a detailed child protection policy for her reference, if required.

p.3

should:

n use effective questioning techniques when speaking with children in order to help to strengthen their existing communication and language skills n undertake appropriate training and development opportunities to help to build professional confidence and develop the quality of education even further.

p.3

Setting details

Unique reference number EY559607 Local authority Tameside Inspection number 10190445 Type of provision Childminder

p.4

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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Denton, Manchester. She operates all year round, from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and have taken that into account in her evaluation of the provider. n The inspector completed a learning walk with the childminder and discussed how her curriculum supports children's learning. n The inspector spoke with children during the inspection and considered written comments from parents. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector sampled documentation and held discussions with the childminder.

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Inspection activities

2 August 2021 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

2 August 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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