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 and safe. They understand the childminder's high expectations for their behaviour, including how to comply with the daily routines. For example, children know that they must use hand sanitiser after blowing their nose. Children are able to spend time reflecting and exploring what makes them unique. For example, they look at family photos in an album in the book corner. Children talk about who is in their family and reflect on past experiences with the childminder. They show confidence in talking to unfamiliar adults, with the support and reassurance offered by the childminder. She explains situations clearly and appropriately, which helps children to feel settled and assured.

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The provision is good

Children have access to many resources and become immersed in role-play opportunities. They are eager to learn and spend time exploring the child-focused environment. For example, they play imaginatively in the home corner, shop and pretend restaurant. This helps them to develop their creativity. Children take part in activities to help them to learn about seasons. For example, they walk and splash in muddy puddles and enjoy making 'mud soup'. Children benefit from opportunities to develop their social skills. For example, they attend singing groups, which allows them to mix with their peers. This also helps children to develop their creativity.

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need to do better?

n The childminder has a clear understanding of what children need to learn. She has an ambitious vision, which she plans and implements based on children's next steps. For example, the childminder effectively assesses what the children know and can do and adapts activities to meet their individual learning needs. n The childminder supports children's language skills well. She models language and expands sentences. For example, as children talk about the rain, the childminder adds words such as 'torrential' to describe the rain further. This helps children to develop a wide vocabulary. n Although children are well behaved, they are not consistently taught to manage their feelings. For example, when children do not share resources, the childminder does not help them to understand why they need to share. This means children are not always effectively supported to understand appropriate behaviour. n Children have many opportunities to support their self-care and independence

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need to do better?

skills. For example, they choose from healthy snacks, which helps them to understand the importance of healthy eating. Children also benefit from lots of fresh air and exercise. For example, they go on walks in the local environment and take trips to the local library. This further supports their personal development.

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need to do better?

8 December 2022 n The childminder is proactive in building strong partnerships with other settings that children attend. She actively seeks ideas and works collaboratively with staff from other settings. For example, the childminder shares information about children's progress and next steps. She also implements the same strategies to support children's learning. This provides children with consistency and helps them to feel secure in their learning. This partnership with other settings works particularly well for children with special educational needs and/or disabilities. n Partnerships with parents are strong. The childminder shares information with parents, which keeps them up to date on their child's day. Parents are delighted with their children's progress. They also appreciate the communication they have with the childminder and how much their children enjoy their time in her care. n The childminder understands the importance of teaching children about equality

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need to do better?

and diversity and celebrates a variety of community events. For example, she took the children to the cenotaph and explained to them about the day to remember people who fought in the war. This helps children to understand and learn about past events and differences within the wider world.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's knowledge of safeguarding is secure. She is aware of the types of abuse and the possible indicators that a child may be at risk of harm. The childminder is qualified to administer first aid. This means she is able to respond appropriately if a child sustains an injury. The childminder also keeps a log of any accidents that occur. She is vigilant and understands who to contact if she has any concerns about a child's safety or well-being. For example, the childminder has a list of contact numbers for statutory agencies. This means she can respond swiftly should any concerns arise.

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should:

n help children begin to learn about managing their own feelings to support their positive behaviour.

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Setting details

Unique reference number 2587725 Local authority Tameside Inspection number 10251157 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Broadbottom, Hyde. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 provision. n The childminder and inspector completed a learning walk together and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n Parents shared their views with the inspector. n The inspector carried out a joint evaluation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 December 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

8 December 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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