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 well cared for and form strong bonds with the childminder. Parents say the childminder provides a nurturing home-from-home environment. The childminder focuses on helping children feel settled. This has been further prioritised after periods of isolation due to the COVID-19 pandemic. Children now feel confident to leave her side at the variety of groups they attend. For example, they independently explore activities at playgroup and develop their physical skills at soft-play centres. Children enjoy exploring their interests with the childminder. For example, when children learn about Chinese New Year, the childminder introduces a book with a favourite character experiencing the same celebrations. This helps to bring learning to life for children.

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The provision is good

Children are keen to learn and behave well. They are secure that the childminder will help them and answer their questions. Children know what resources are available and politely ask for what they want. The childminder praises them for their manners and helps children think about what they would like to do. She engages them in thinking about colour mixing and talks about a trip to the fire station when they mould flames with play dough. Children happily chat about what they are doing and focus well. When they find tasks tricky, such as spreading butter on toast, the childminder encourages them to keep going.

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need to do better?

n Children benefit from the positive and respectful relationships the childminder establishes with them. Children listen to the childminder and know she will respond to what they say. They confidently ask for what they would like or talk about what they want to do. When it is time to tidy up, children show great teamwork. For example, they say, 'You tidy this one and I'll tidy that one.' Children are calm and happy. n Children develop good independence skills. The childminder teaches young children to navigate shallow steps at the library before progressing to the steeper stairs in the house. Older children learn how to manage their own clothing and follow handwashing routines. The childminder breaks these tasks into smaller steps, helping children to become competent and confident. Children show they are proud of what they can do and offer to help the childminder with tasks. n Mathematics develops through play and daily routines. The childminder

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need to do better?

encourages children to count when they go out walking. Children talk about halves when they cut toast for snack. The childminder often points out the numbers and shapes in her setting. As a result, children confidently talk about numbers, shapes and quantity. n The childminder has high expectations for what children can learn. She has a

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need to do better?

7 September 2022 sharp focus on building vocabulary, narrating what children do. For example, when children use toy ice creams, the childminder uses the word 'cone' in context. Children learn to relate the words they hear to experiences, and their knowledge of what words mean builds over time. n The childminder frequently links what children do with previous learning. For example, when children discover that some toys float, she takes them to explore sticks and stones in puddles on rainy days. Children begin to link ideas together as the childminder leads them to remember previous experiences. As a result, children's learning forms into larger concepts. n Partnership with parents is at the heart of the childminder's service. She discusses each child's development to establish starting points. Parents and the childminder share children's achievements with each other. When parents or the childminder have concerns about development, for example with speech and

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need to do better?

language, they plan what needs to happen next. For instance, seeking advice from other professionals or making referrals to other services. Children, including those with special educational needs and/or disabilities, are well prepared for their next stage of learning. n The childminder is proactive in seeking relevant training. She has attended many training courses since her last inspection. Her subject knowledge of curriculum areas has improved and she sometimes adapts her practice in response to what she has learned. For example, after phonics training, she takes children on walks to listen for different sounds, such as birds or vehicles. However, she is inconsistent in applying her new knowledge to support children to the highest level. For example, at times, she does not always adapt her teaching to follow the children's lead.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding. She keeps mandatory training up to date, including paediatric first aid. The childminder has taken a wide variety of courses covering safeguarding issues, for example the 'Prevent' duty and the dangers of witchcraft. She is alert to the signs and symptoms of abuse and knows the procedures she must follow if concerns arise. The childminder is mindful of children's safety. She brings children's attention to what might happen if they jump off stairs or climb up chairs. The setting is immaculately clean and well maintained.

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should:

n evaluate the learning gained from training courses to further enhance the teaching of the curriculum.

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Setting details

Unique reference number EY483691 Local authority Tameside Inspection number 10236557 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 1 Date of previous inspection 26 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the Cockbrook area of Ashton- under-Lyne. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has a relevant childcare qualification at level 3. The childminder offers funded places for two-, three- and four-year-old children.

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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 her evaluation of the setting. n The inspector and the childminder completed a learning walk of the setting, where they discussed the early years provision and the aims of the curriculum. n Parents shared their views with the inspector in writing. n A sample of documents was viewed during the inspection, including mandatory training. n The childminder talked to the inspector about how her setting is managed, her curriculum and ethos. n The inspector observed the quality of teaching and discussed the childminder's teaching practice. n Children talked to the inspector and told her what they like about the setting.

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Inspection activities

7 September 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 September 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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