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

Plenty of love and cuddles allow children to thrive and form secure relationships with the childminder in this home-from-home setting. Children demonstrate that they feel safe and secure as they giggle with her and climb on her knee. Children engage well with the childminder, laughing and having fun as she skilfully builds their confidence.

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The provision is good

The curriculum is organised and planned well to meet the children's needs. Children make independent choices from the good quality toys and resources that are accessible. This helps to encourage their independence. The childminder uses a well-sequenced curriculum to ensure these children make good progress. For example, children investigate the world around them on local walks. They look at nature, collect and learn the different colours and shapes of leaves and bring them home to paint.

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The provision is good

Children behave well and show respect for the resources and the childminder. They feel safe as they know they will have their needs met by the caring childminder. Children follow the daily routines well. The childminder has clear boundaries and rules, and children demonstrate good manners. For example, they listen carefully and follow the childminder's instructions. They enthusiastically help to tidy away toys and resources before moving on to the next activity.

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need to do better?

n The childminder is experienced and constantly strives to improve her practice. She attends regular training and implements what she has learned to improve outcomes for the children. For example, she recently attended training on the developing child. She then altered her provision to help to improve children's well-being. The childminder networks closely with other childminders to share ideas and practice. n Children develop a real love of books. They happily sit down and listen intently to stories. The childminder reads books with great expression and children are excited to see what might be on the next page. Children point out pictures they like and confidently repeat familiar phrases. They learn new vocabulary and understand that print carries meaning. n Overall, children are confident communicators. The childminder talks to them about what they are doing as they play. However, occasionally, the childminder

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need to do better?

does not always allow younger children time to understand new words and questions before moving on to a new question or topic. n Intentions for children's learning are well embedded and clearly understood by the childminder. For example, when a child cuts out a star from the play dough, they sing the 'Twinkle, Twinkle Little Star' nursery rhyme. The childminder then

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need to do better?

18 November 2022 enhances children's learning by talking about different shapes. She assesses what children already know and uses this to capture their interest to further extend children's learning. n The childminder weaves mathematical concepts throughout children's play and at routine times of the day. She develops children's understanding of number. For example, when counting the peas they have made using play dough. Children make simple calculations, such as working out the total when one more is added. This helps to support children's mathematical development. n The curriculum for physical development is ambitious and the childminder has a variety of resources in her large garden. Children visit the local park, where they enjoy running and climbing and exploring the equipment. They also experience trips to the local play centres. This helps to build children's confidence, balance and coordination, supporting their overall physical development.

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need to do better?

n Care practices are good. The childminder talks to children about the importance of eating a healthy diet at snack time. She provides younger children with lots of opportunities to wash their own hands and feed themselves and offers her support when they need help. This encourages children to become increasingly independent. n Overall, partnership working is good. Parents speak very positively of the childminder and typical comments include 'her communication is fantastic' and 'he gets so excited to see the childminder and his friends.' However, the childminder has not fully considered how she may support parents to contribute to their child's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder securely understands her duty to safeguard children. She attends regular training to ensure her knowledge of child protection is robust. The childminder can identify all categories of abuse, including issues related to the 'Prevent' duty. She knows when and who to refer to if she has concerns. The childminder understands what action she needs to take if an allegation is made against her or a household member. She helps children to understand how to use the internet safely. The childminder regularly assesses risk in her home and on outings. She acts quickly to reduce hazards and keep children safe.

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should:

n consistently provide children with sufficient time to process and respond to questions, to help them develop their thinking skills n provide further support to parents and help them to contribute to their child's ongoing learning at home.

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Setting details

Unique reference number 2589577 Local authority Tameside Inspection number 10251195 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She lives in Greater Manchester and operates from Monday to Friday all year except for bank holidays and family holidays. Sessions are from 7.30am until 6pm. She is eligible to provide funded early education 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 COVID19 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 talked to the childminder at appropriate times during the inspection and took account of her views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector and the childminder jointly observed children during activities and assessed their learning.

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Inspection activities

18 November 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

18 November 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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