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 Outstanding

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The provision is good

Children are happy and safe in this stimulating and homely setting. Children develop strong bonds with the welcoming and nurturing childminder, even children very new to the setting respond well and giggle with her. The childminder stays close-by to offer support and reassurance when necessary. This helps children to feel safe and secure and supports their emotional well-being. Children behave well, take turns and use good manners. They are developing social skills and are learning to make friendships.

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The provision is good

Children learn as they play in a rich learning environment, and this is complemented by the high-quality interactions of the childminder. For example, babies crawl to the mirror and say 'hiya'. The childminder responds quickly repeating the word. Language is well supported. Expectations are high for all children and they make progress. Overall, children are motivated to learn with many activities. They watch caterpillars turn into butterflies, note different birds in the garden and grow strawberries and herbs. They are building a knowledge of nature, and how to be responsible for it, as they care for animals and plants.

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The provision is good

The childminder adapts her provision well to meet changes in need. For example, during the COVID-19 pandemic she filmed a virtual tour of the setting to support children settling in. She used video calls to maintain contact with children who were not able to attend and dropped off resources to families to support children's ongoing development.

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need to do better?

n The childminder works hard to maintain her professional development. Following recent training, books are now displayed so children can see the front cover. Children now select books more often, developing their love of reading. n The childminder is passionate about the care of children. She has developed a wealth of resources for both indoor and outdoor play. During freely chosen play, children learn from the resources that have been carefully selected to match their interests. This makes learning appropriate for children and supports their motivation to learn. n During planned activities, children do not always get time to explore or become deeply engaged in their play. The childminder sometimes introduces new resources to children in quick succession, before children have finished exploring. As a result, during these times, children often lose interest and move on. n The childminder knows the children well and plans for their next steps. However,

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need to do better?

sometimes targets set are too broad and do not always sufficiently focus on the skills children need to learn in order to achieve desired outcomes.

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need to do better?

6 July 2022 n Strategies for language development are a strength and well embedded. In conversations children are given ample time to respond. In well-known songs and stories gaps are left so that children can fill in the words. This supports their language and recall skills which will help when learning to read. n Learning is shared with the childminder's assistant in regular conversations, and strategies are implemented by the assistant. This means children's learning needs are well known among those caring for them. n Partnership with parents is strong and parents comment on their children's progress. They discuss the high level of support they receive from the setting and value the dedication of the childminder in extending provision to support learning at home through the loan of resources and activity ideas. n The childminder encourages children's independence as they help get their plates and snacks, wash their own hands and put on their own shoes. This helps

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need to do better?

the children to be independent and will support their transition on to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of her role and responsibility to protect children from harm. She has secure knowledge of the signs and symptoms of abuse and what to do should she have concerns about a child's welfare. Knowledge is current due to regular training. The setting is safe and secure, with processes in place for the safe collection of children. Children cannot leave unsupervised. The indoor and outdoor areas are free from hazards and the childminder observes all children, so is on hand to respond quickly to any issues.

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should:

n consider the impact of how resources are used, and the frequency of which they are changed, on children's ability to become deeply engaged in play n set precise targets for each child to maintain a clear focus on the aspect being learned.

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Setting details

Unique reference number EY269783 Local authority Tameside Inspection number 10129035 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 12 Number of children on roll 5 Date of previous inspection 21 September 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Stalybridge, Tameside. She has an assistant and provides childminding services all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder is registered to offer overnight care.

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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 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 required documentation.

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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

6 July 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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