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

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The provision is good

Children behave well and demonstrate that they feel very safe and secure. They develop strong attachments with the childminder. She has a kind and nurturing manner and there are always plenty of cuddles and laughter. Children thrive here, their routines and needs are met well. For example, toddlers happily cuddle into the childminder when they are tired and need comfort, this supports children's overall well-being.

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The provision is good

The childminder has high expectations of what children can achieve. Children's communication and language is supported well. The childminder listens with interest and asks children questions as they play and explore. For example, as children eagerly investigate a range of materials, the childminder asks, 'What colour play dough are you using?' Children enthusiastically reply, 'Green, look I have made slime'. Conversations, such as this, support children to be confident communicators.

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The provision is good

Children develop a good awareness of healthy lifestyles. Older children enthusiastically jump on a trampoline and toddlers climb up the steps of the slide with great control. The childminder supports children's developing physical skills well. Toddlers sit on the see-saw and giggle as the childminder sings 'See-Saw Margery Daw'. Children work together to make the see-saw move. This encourages cooperation and helps children to develop friendships and respectful relationships. Children grow herbs and vegetables in the pop-up greenhouses. They talk about the plants growing and needing water and sun to grow, this develops knowledge of the world around us.

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need to do better?

n The childminder creates a warm and welcoming environment. She carefully monitors children's progress to help her to build on what children know and can already do. However, occasionally, she does not precisely challenge children in order that they make the best possible progress. For example, she occasionally provides activities that are too difficult for children's current stage of development. As a result, some children occasionally lose interest in their learning. n The childminder supports the children with their physical development. For example, she supports children to climb on the apparatus with good coordination. She supports children to take risks, encouraging their independence on the apparatus. This encourages children to develop a willingness to have a go. Children develop a resilient, can-do attitude. n The childminder strives to improve her practice. She attends mandatory training courses. However, opportunities to engage in further training that focuses more

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need to do better?

27 July 2022 precisely on developing her teaching to a higher level have been more limited. n Partnership working is very strong. Parents speak very positively of the childminder. They remark that 'she treats my children like her own'. Parents are updated on their child's learning and development daily. The childminder provides a range of ideas to support parents to further extend their child's learning at home. n The childminder takes children on trips and outings to teach them about the world they live in and to help to extend their learning further. Furthermore, the childminder recognises that children need to further develop their social skills in larger groups. The children enjoy attending local playgroups. This helps them build new friendships and develop their social skills effectively. n Children demonstrate kindness towards each other. Older children support younger children at times of transition. For example, they play with the toddlers

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need to do better?

at the table and talk with them as they get ready for lunch. This enhances children's well-being and further develops their communication skills. n The childminder provides babies and toddlers with lots of opportunities to feed themselves at snack and lunchtime. She talks to them about what they are eating and supports them when they need help. This encourages the children to become independent eaters. n Good hygiene is encouraged in the setting. For example, children wash their hands independently before and after meals and activities. They each have their own coloured towel on their named peg, this encourages independence and a sense of responsibility.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly attends safeguarding training in order to keep her knowledge of child protection issues up to date. She can identify the possible indicators and behaviours of abuse and understands safeguarding issues, such as domestic abuse, e-safety and county lines. The childminder is confident in the action to take should she have any concerns regarding a child in her care. She undertakes daily risk assessment checks and takes swift action to minimise any risks. The premises are safe, secure and well maintained.

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should:

n build on what children already know and can do precisely in order that they make the best possible progress n explore ways to engage in professional development opportunities that focus more precisely on further developing knowledge and skills and raising the quality of teaching to an even higher level.

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Setting details

Unique reference number EY560269 Local authority Tameside Inspection number 10190774 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Dukinfield. Her provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection of the setting 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 provision. n The childminder discussed with the inspector how she uses the premises and resources with the children. n The inspector spoke with the childminder, and children at appropriate times throughout the inspection. She took account of parents' views through email feedback notes. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector held discussions with the childminder and completed a joint observation with the childminder of a planned activity to assess the quality of teaching and learning.

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Inspection activities

27 July 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

27 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

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

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