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 are happy, content and enjoy their time at the childminder's inviting home. They show warm relationships with the childminder and her assistant. The well-resourced playroom offers children ample opportunities to make choices in their play. The childminder extends children's learning, following their interests. For example, she introduces counting through a 'fishing' activity in the water tray.

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The provision is good

The curriculum is designed to respond to children's interests in the moment. This supports younger children to develop their attention and concentration. For example, a play dough activity captivates the attention of young children. The assistant offers new words, such as 'squash' and 'squeeze', to support their play. This helps children develop their communication and language skills.

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The provision is good

The impact of the COVID-19 pandemic has been kept to a minimum for children. The childminder identified that some children have had limited experiences outside the home. This resulted in some gaps in children's learning and development, such as children's social skills and self-confidence in different situations. In response to this, the curriculum that the childminder designs offers children weekly opportunities to visit the local park, museums and farms to extend their confidence and self-esteem when visiting new places. As a result, children are making good progress and can talk about the different social experiences they have shared together.

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need to do better?

n Children's speech and language development is good. They use newly acquired vocabulary well to communicate their needs. For example, children tell the childminder the soap dispenser is empty as they independently wash their hands. Children understand the importance of hand hygiene practices. n Children are introduced to new mathematical language and are taught the meaning of these words through their play. For example, during a shape sorting activity, the children learn about the pentagon shape and correctly use this word during their play. Therefore, children are making good progress across all areas of learning and development. n The childminder and her assistant are natural play partners to children. They actively get involved in children's self-initiated play and ask children different questions. However, at times, they do not offer children enough time to think and respond to these questions to share their own ideas or solve problems.

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need to do better?

n Parental feedback, both written and verbal, is complimentary of both the childminder and her assistant. Parents describe the setting as a 'family environment'. They praise the relationships the childminder has with their children. Written feedback also describes the help the childminder has given to

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need to do better?

11 August 2022 support children's progress, for example by teaching them skills to prepare them for their next stage in learning. n The childminder understands how to identify emerging concerns for children who may have special educational needs and/or disabilities (SEND). She also makes referrals to other agencies if those children require specialist support. However, the childminder does not always focus her professional development sharply enough on supporting herself and her assistant to obtain the highest level of knowledge and understanding of how they can tailor experiences for children with SEND to enable them to thrive. n Songs and rhymes are embedded as part of the routine. Children enjoy selecting familiar nursery rhymes from a bag, using the props provided. The childminder helps children with their counting when singing number rhymes. She encourages children to understand the value of numbers and to count out loud.

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need to do better?

n Children's independence skills are a priority for the childminder and her assistant. Children independently access the toilet to wash their own hands, on arrival and before lunch. At snack time, children use their own knives for spreading and cutting their pieces of toast. The value of number is reinforced during routines as children count the pieces of toast that they have.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure understanding of how to keep children safe. They can describe the procedures to follow should there be any concerns about children and clearly identify signs of abuse or neglect. The childminder and her assistant both have a thorough knowledge of first-aid procedures to follow in an emergency, such as what to do in the event of a choking incident. The childminder and her assistant regularly review their safeguarding and first-aid knowledge and have a clear understanding of what action to take in the event of an allegation being made against either themselves or a member of the household.

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should:

n allow children more time to respond to questions, problem-solve and develop their own ideas, to further challenge them in their thinking n focus professional development opportunities more sharply on enhancing knowledge and expertise on how to adapt experiences to enable all children to thrive.

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Setting details

Unique reference number 2527071 Local authority Tameside Inspection number 10215072 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 18 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Droylsden. Her provision operates from 7.30am to 5.30pm Monday to Friday, all year round, except for family holidays and bank holidays. The childminder employs one assistant and has 18 children on roll. She caters for two-, three- and four-year-old funded children. The childminder holds a relevant early years qualification at level 3.

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Information about this inspection

Inspectors Jenny Smillie Suzanne Fenwick

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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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector observed the interactions of the childminder and her assistant with the children. n Parents shared written and verbal views regarding the childminder with the inspector. n The inspector discussed the childminder's curriculum vision and intended learning opportunities for children. n The inspector held discussions with the childminder and her assistant to assess their knowledge of the safeguarding and welfare requirements of the early years foundation stage. n The childminder and the inspector evaluated an activity and discussed the

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Inspection activities

impact on children's learning. n Relevant documents were viewed by the inspector, including paediatric first-aid certificates and Disclosure and Barring Service records of the childminder, her assistant and anyone over the age of 16 residing in the house. The inspector also checked the qualification for the childminder.

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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

11 August 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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