Keary, Jemma

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 acquire important skills to enable them to be independent. They try to complete everyday tasks for themselves, such as putting their wellies on in readiness for outdoor play. When tasks are challenging, they confidently ask for help. To illustrate, children seek help when they vacuum the carpet after messy activities. Children are independent and self-assured learners. When necessary, they receive appropriate support to help to build their confidence. Emotional security and independence are fostered in readiness for children's next stage in their learning and the eventual move to school. Children concentrate and become engrossed in their play. This deep focus is largely because children enjoy exciting and interesting games, toys and activities. For example, children are fascinated by tipping, scooping and patting multi-coloured rice and dried lentils. They remain engaged in their learning, supported by a broad range of interesting activities.

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The provision is good

Children clearly enjoy the childminder's company. They seek her out and request she joins in their games. Lovely warm relationships are shared between children and the kind and thoughtful childminder. They are reassured, safe, happy and eager to learn. Children behave well. They learn right from wrong, cooperate and are respectful towards others. Children frequently talk about 'good listening' and 'making good choices' to illustrate they understand how to behave. Despite adverse circumstances due to the recent COVID-19 (coronavirus) pandemic, the childminder has worked hard to continue to meet children's needs. For instance, learning packs were offered to families during a short period of closure to help to minimise the disruption to children's learning.

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need to do better?

n The childminder obtains detailed information from parents about what children can do when they first start attending the setting. Coupled with her own continual observations, the childminder knows children well. She carefully designs her curriculum to incorporate children's interests and support learning needs. All children make good progress in their learning. n Teaching is good. The childminder has high expectations and challenges children. She plays alongside children and makes subtle suggestions to help to extend their thinking and broaden their knowledge. For instance, children are encouraged to discuss if rice or cotton wool weighs more. They develop critical thinking skills and begin to understand space and measure as they predict which resource is heavier. Children pause, think and enthusiastically respond, 'rice, rice is heavier'. Children enjoy learning new things and approach difficult tasks with

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need to do better?

positivity. n Children learn about the natural world around them in very practical ways. They excitedly talk about plants that they have grown to encourage the butterflies

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need to do better?

18 August 2021 and bees to visit the garden. Children care for living creatures and are kind and empathetic individuals. n Children experience a broad and varied curriculum. Play opportunities are offered in the childminder's exciting and well-equipped playroom and interesting garden. Learning is enriched through local outings. For instance, children enjoy trips to the nearby woods and recreational park. However, children have fewer opportunities to learn about differences and similarities between themselves and others. n The childminder is motivated and aspirational. Her positive attitude is admirable and she comments that she loves her job and strives to continually do better. The childminder plans to develop her good knowledge and skills by completing training and qualifications. She is yet to implement these plans to improve her already good knowledge even more. n Children develop good language skills. They sing songs and nursery rhymes and

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need to do better?

listen to stories read aloud. They hear new words during discussions and older children talk to younger children to help to develop their conversational skills. Children who are less confident to join in are given time and space to share their ideas quietly. All children, including those who speak English as an additional language, are well supported in their communication development. n Partnerships with parents are well established and children benefit from seamless routines and learning opportunities between home and this welcoming setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is committed to keeping children safe in her setting. She understands how to identify, record and report child protections concerns following local authority guidelines. She offers a clean and safe environment for children to play and learn in. The childminder has a vigilant attitude towards children's safety and welfare. To illustrate, she regularly sterilises toys to help to minimise the risk of cross contamination of germs. Children are always closely supervised and the childminder checks sleeping children frequently to ensure their ongoing welfare. Children are safe and secure.

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should:

n implement plans to attend wider training and develop skills and confidence in teaching even more n enhance opportunities further for children to learn about similarities and differences between themselves and others.

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Setting details

Unique reference number EY559577 Local authority Tameside Inspection number 10191581 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Manchester. She operates Monday to Friday, from 8am to 5pm, all year round, 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 has taken that into account in her evaluation of the provider. n The inspector and childminder completed a joint evaluation of an activity and discussed the impact of teaching on children's learning. The inspector completed a learning walk with the childminder and discussed how the curriculum is designed and implemented. n The inspector considered written comments from parents. The inspector talked to children and the childminder at various times during the inspection. n A range of documentation was sampled by the inspector.

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Inspection activities

18 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

18 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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