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

Children are happy and safe in this home-from-home setting. This is evident from their beaming smiles as they play and interact with each other. Children confidently find activities to play with. They behave well. Children use good manners and share with each other. Older children model caring behaviour. For example, they support younger children by demonstrating how to use toys. Overall, children benefit from many opportunities to develop their language. Activities are carefully planned to introduce children to new words. Children are given lots of praise for using new words, and these are repeated throughout the day.

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The provision is good

Children have opportunities to play indoors and outdoors and enjoy many trips out. In the garden, they proudly show the vegetables and herbs they grow. Children get plentiful opportunities to develop their physical skills, such as digging and pouring. They are eager to try the foods they have grown, which develops their knowledge of healthy eating. Children develop strong bonds with the kind and nurturing childminder, who has high expectations of them. Her interactions are responsive to children's individual needs. This helps them to engage with activities and supports their learning. The childminder sensitively supports children in toilet training. Children are encouraged to develop good hygiene routines, such as regular handwashing.

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The provision is good

Due to the COVID-19 pandemic, parents have had concerns that their children may not settle due to being wary of groups and new people. As the setting slowly reopened, children were given lots of opportunities to meet with other childminders outdoors and then to attend toddler groups. Children are now confident in group settings and with new people.

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need to do better?

n The childminder has good partnerships with parents. Parents say that their children have come on in 'leaps and bounds' at the setting. Parents benefit from regular updates on activities and how these help their child to develop. This supports consistency between home and the childminder's setting. n The childminder accesses ongoing professional development opportunities and implements her learning to improve her practice. For example, she recently attended phonics training. This has had a positive impact on children's learning. They listen to and become familiar with sounds that letters make in words, which will help them when they learn how to read. n Overall, language and communication are promoted well through many activities which focus on developing language. New words are celebrated. However, occasionally, the childminder does not give children enough time to think and respond during conversations so that they can demonstrate what they already

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need to do better?

7 June 2022 know. n The childminder knows children well. She has a secure understanding of child development and how children learn. Activities are planned with consideration of the different ages and abilities of the children. This means that children remain engaged, and learning is challenging for everyone. n Children enjoy story sessions and song time at toddler groups. They are learning to anticipate actions in familiar songs. Books are available in the setting. However, the childminder does not always recognise opportunities to extend children's developing love of books. n Children's mathematical understanding and language are well promoted. Children learn to count and measure. For example, they use the word 'half' when chopping fruit and count the pieces as they cut. n Children learn self-care skills. For example, under very close supervision, children cut their own fruit to make fruit kebabs. This helps to support children's

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need to do better?

growing independence. n Behaviour is consistently good. Children develop friendships and show care for each other. Children of all ages share, take turns and work together on tasks. They are building skills that will support them as they transition to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility to protect children from harm. She has knowledge of the signs and symptoms of abuse. The childminder understands the procedures to follow if she has concerns about a child's welfare. She ensures that her knowledge remains current and up to date. The setting is secure, and children cannot leave unsupervised. The indoor and outdoor areas are free from hazards, and the childminder interacts closely with children and reminds them to play safely. The childminder holds a current paediatric first-aid qualification and understands how to administer first aid properly.

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should:

n allow children time to respond to questions and to start conversations, in order to further develop their language and communication n enhance opportunities to include stories and songs, to help to promote children's language development and love of books.

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Setting details

Unique reference number EY484105 Local authority Tameside Inspection number 10236566 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 3 February 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Stalybridge. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 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 childminder and the inspector had a learning walk and discussed the childminder's intentions for children's learning. n The inspector observed and spoke to children, indoors and outdoors, paying attention to how effective the curriculum is for children's learning. n The inspector observed interactions between the childminder and the children. n The childminder and the inspector discussed the implementation of the curriculum and the impact this has on children's learning. n Parents shared their views of the setting with the inspector. n The inspector viewed a range of documentation, including the childminder's paediatric first-aid certificate.

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Inspection activities

7 June 2022 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

7 June 2022 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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