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

p.1

The provision is good

Children enjoy their time at this warm and welcoming setting. They have secure attachments with the childminder, which makes them feel safe. Children are confident in choosing what they would like to play with from the various resources on offer. They show a keen interest in role play. For example, children dress up and tell the childminder to 'stop right there, I am a policeman' as they capture her. As a result, children have positive attitudes towards their learning.

p.2

The provision is good

The childminder supports children's communication and language effectively. For example, when the childminder is speaking to the children, she gives them time to think before they respond. The childminder models the correct language to children. They enjoy looking at books and love singing nursery rhymes. For example, children are excited to use the nursery rhyme bag. They choose an item from the bag, such as a star. This encourages them to sing 'Twinkle, Twinkle Little Star'. Consequently, children's communication and language are supported well.

p.2

The provision is good

British values are embedded in the setting. The childminder uses gentle reminders for children to take turns and share. Children respond, 'Sharing is caring.' The childminder praises children for their positive behaviour. Consequently, children understand the childminder's expectations and behave very well.

p.2

need to do better?

n The childminder's curriculum follows children's interests. She uses a tracking system to gauge children's stages of development and plan for their learning. For example, the children enjoy building with the blocks. The childminder asks children to find the different-coloured blocks in order to develop their colour recognition. She also encourages the children to count them as they build structures, which supports their mathematical development. n The childminder places great importance on working in partnership with parents. Parents state that the childminder offers a home-from-home environment where their children make progress. The childminder shares information about children's development with parents. They say that their children miss the childminder during holiday times. Older children who attend before and after school have written letters thanking the childminder for being caring and putting

p.2

need to do better?

a smile on their face. These partnerships help to build consistency for children. n Overall, the childminder plans activities that children enjoy. For example, children love exploring with paint pens. They draw circles and make marks on colouring pages. However, at times, the childminder plans activities which are a little too difficult for children. As a result, children do not always make the progress they are capable of because they are not developmentally ready for the activities.

p.2

need to do better?

9 March 2023 n Children enjoy exploring their local community. They travel on the tram and go for walks along the canal where they feed the ducks. During visits to the park, they leave food for the squirrels. The childminder celebrates special days throughout the year, such as Mother's Day, Easter and Christmas. Children are provided with resources and books that reflect different cultures and diversity. As a result, children are developing their understanding of the world. n Children are confident when moving around the play spaces. They select resources and involve the childminder in their play. For example, when making drinks in the kitchen, they ask if she would like a 'cup of tea'. Children have some opportunities to be independent. However, at times, the childminder does not encourage children to do things for themselves. For example, children do not always feed themselves. Furthermore, children are guided by the childminder

p.2

need to do better?

when creating artwork. As a result, children do not develop the necessary skills to be independent. n The childminder reflects on her practice in order to keep her knowledge up to date. She accesses training online, such as promoting positive behaviour training and supporting early language and development. It is evident that this training has helped the childminder to improve her practice. For example, when she has finished reading stories to children, she encourages them to retell the story to her. As a result, children are developing a love of books.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her training up to date. She understands how to identify possible signs and symptoms of abuse, including exploitation and extreme views and practices. She knows the procedures to follow if she has any concerns about a child's welfare. In addition, the childminder understands the procedures for reporting any concerns about herself. The childminder keeps her home safe and secure. She has maintained her first-aid qualification, which ensures that she can deal with any accidents that may occur.

p.3

should:

n maximise opportunities for children to develop their independence, in order for them to move on to their next stage of learning n develop the planning of learning opportunities, in order to provide children of different ages and abilities with appropriate levels of challenge.

p.3

Setting details

Unique reference number EY249212 Local authority Tameside Inspection number 10260103 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 27 July 2017

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Audenshaw. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder also cares for children before and after school.

p.4

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 childminder and the inspector had a learning walk to understand how the provision and curriculum are organised. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n A planned activity was jointly evaluated by the inspector and the childminder. n The inspector took account of written feedback from parents. n A sample of documentation was viewed by the inspector, including policies and procedures and evidence of the childminder's suitability and training.

p.4

Inspection activities

9 March 2023 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.

p.4

Inspection activities

9 March 2023 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6