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 Not applicable

p.1

The provision is good

Children are happy and behave well in the welcoming and homely environment that the childminder has created. They show that they feel very safe and have developed strong attachments with the childminder as they snuggle together for a story. Children understand the routines of the day and know what to expect, which helps them to feel secure. The childminder is attentive to children's individual needs and responds quickly, such as when they need a snack or a drink. She adapts the environment to keep children cool during extreme temperatures.

p.2

The provision is good

Children behave well and play contentedly alongside each other. The childminder is a good role model and treats children with kindness and consideration. This helps them to learn how to treat others and build friendships. For example, children share toys and resources with each other when they play, which develops their social skills. The childminder enthusiastically joins in with children's play and provides quality interactions as she engages with them. For example, during pretend play, the children ask her if she would like an ice cream. They are delighted when she asks for one with three scoops. Children demonstrate good coordination and concentration as they hand the pretend ice cream to her.

p.2

need to do better?

n The childminder arranges her home and resources effectively to ensure that children can make choices about their play and learning. This encourages children to explore, investigate and develop their own interests and ideas. As a result, children are confident, motivated and engaged. They demonstrate a positive attitude in their play. n The childminder has a secure understanding of how children learn and develop. She uses her knowledge to plan activities that help children to build on their skills and move on in their learning. When children need extra help, she is very proactive in seeking the support they need. She works closely with other professionals so that all children can make the progress they are capable of. n Children are provided with a language-rich environment. They regularly enjoy looking at books with the childminder. The childminder brings stories alive and captures the children's interest with skill. They talk eagerly about what they see

p.2

need to do better?

in books and use a detailed and wide vocabulary. For example, they recite lines from the story of 'Little Red Riding Hood' to their dolls, replicating the childminder. This helps children to successfully develop good speech and language skills. n Children develop their understanding of numbers through planned activities that follow their interest. For example, they recognise numbers on toy fish and count the sprinkles on their ice cream. Children smile proudly as the childminder praises their efforts, which promotes their self-esteem. However, when following

p.2

need to do better?

19 July 2022 daily routines, opportunities to use mathematical language are not always maximised. For example, counting the strawberries at snack time and identifying the difference in sizes. n Children are encouraged to become more independent and to manage their own care needs with minimal support. They attend to their toileting needs, wash their hands, cut their food and take their own shoes off. Children are developing their understanding of a healthy lifestyle through opportunities such as growing their own vegetables. The childminder helps children to understand the importance of making healthy food choices for their overall well-being. n Partnerships with parents are good and parents make positive comments about the care their children receive. They believe their children benefit from 'the positive and happy environment' the childminder creates. The childminder gathers information from parents about children's routines, dietary needs and

p.2

need to do better?

interests when children start to attend. This helps children to settle quickly and ensures that their needs are met effectively. Activities that help children to continue to make progress are shared with parents. This helps parents to further support their child's development at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of safeguarding matters. She knows how to recognise the signs that might give her cause for concern about a child's welfare. The childminder has a secure understanding of a range of safeguarding issues, including the risks that children may face from domestic violence. She knows the procedure to follow if there is an allegation made against herself or another household member. The childminder regularly carries out training to keep her knowledge up to date. The setting is safe and secure and the childminder carries out daily safety checks.

p.3

should:

n maximise opportunities to extend children's mathematics skills during everyday activities.

p.3

Setting details

Unique reference number EY552279 Local authority Tameside Inspection number 10174282 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Droylsden, Manchester. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.4

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 inspector observed an activity and evaluated this with the childminder. n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The childminder talked to the inspector about how she organises her provision and about how she uses the premises to care for the children's well-being and safety. n The childminder and the inspector discussed the childminder's intentions for children's learning. n The childminder and the inspector observed children playing and discussed their learning and development. n The inspector took account of the views of parents from their written comments. n The childminder provided the inspector with a sample of key documentation on

p.5

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.

p.5

Inspection activities

19 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6