Warran, Lesley Jane

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 are excited to attend the childminder's safe and inviting home. They freely access a stimulating range of activities, both indoors and in the well-resourced garden. Children have close bonds with the childminder, who offers lots of praise and encouragement. This helps them to settle and feel confident. The childminder is skilled at initiating learning through play. For example, in response to a request for water play, she introduces mathematics. Children are encouraged to measure quantities and volumes as they work out which jug holds the most water.

p.2

The provision is good

Children show great respect for each other. They are gaining an understanding of how to share and take turns. Through the support of the childminder, they develop the skills needed for later learning in school. Children have a good understanding about personal hygiene and demonstrate good levels of independence. For example, they wash their hands before eating and put on their own shoes and coats when playing outdoors. Children also learn about the wider world as the childminder takes them on different modes of transport and regular outings to places of interest. Children have recently been learning about life cycles of animals and show a love of reading. They enthusiastically ask the childminder to read the book about tadpoles turning into frogs.

p.2

need to do better?

n Children benefit from a broad and varied curriculum. The childminder has high expectations for children's all-round development. She plans activities that ignite their excitement to learn. Children show great levels of concentration and determination as they manipulate dough with their hands and fingers, supporting their physical development. As they play, the childminder expertly builds on the children's vocabulary. For example, she introduces descriptive words, such as 'stretch', 'pinch' and 'squeeze'. Consequently, children use new language in play. They describe how they use their hands to squeeze and stretch the dough. n Accurate assessments of children's achievements enable the childminder to plan for children's next steps and sequence their learning. Children are making good progress. They demonstrate positive attitudes to learning, for example in the curriculum for literacy. Children make purposeful marks and are beginning to

p.2

need to do better?

recognise the letters of their name. n The childminder has a good understanding of the importance of having effective links with other settings that children attend. She shares children's progress and plans her curriculum to complement and build on the learning that takes place elsewhere. This combined approach ensures children experience smooth transitions, including for their transfer to school. n The childminder makes effective use of questionnaires to seek parents' views.

p.2

need to do better?

2 May 2023 This helps her to evaluate the quality of her provision for children. Parents speak highly of her. They comment that their children are settled and secure and enjoy the healthy snacks provided. Parents especially commend her as being 'valuable beyond estimation'. They also say that 'children arrive without a backward glance and sometimes do not want to go home'. Parents acknowledge that their children are making excellent progress in the childminder's care. n The curriculum for understanding the world is strong. The childminder plans and provides many outings that help children to learn about the world around them. She takes children on the bus, tram and trains to enhance their experiences. The childminder also helps children to learn about the differences between themselves and others. When looking at pictures of people, children confidently articulate that some people have to wear glasses to help them see. However,

p.2

need to do better?

the childminder offers limited opportunities to gain an understanding about other cultures and diversity. Children learn about some festivals, such as Chinese New Year. This could be strengthened to help children develop a more in-depth understanding about the wider community. n The childminder makes good use of her childcare qualification, skills and expertise to provide effective experiences that enable children to make good progress. Since her last inspection, she has been proactive in accessing training to support children to manage their feelings and emotions. She has made good use of information to help children regulate their behaviour. The childminder shares her learning with other childminders that she links with at the playgroup she runs. This helps to improve the quality of education for even more children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has attended child protection training and keeps her knowledge up to date. She has recently gained a greater awareness of safeguarding issues, such as the safe use of social media. She has shared this knowledge with parents and, where appropriate, with children. This helps them to develop an understanding of how to keep themselves safe online. The childminder is fully aware of procedures to follow should she have any concerns about a child's welfare or well-being. She also completes robust risk assessments in her own home and for trips out. The childminder teaches children about how to keep themselves safe on outings, including about stranger danger and road safety.

p.3

should:

n help children to gain a greater awareness of diversity within the wider community.

p.3

Setting details

Unique reference number EY333753 Local authority Tameside Inspection number 10284210 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 8 Date of previous inspection 3 May 2018

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Dukinfield, Cheshire. She operates from 7am to 5.30pm, Monday to Thursday, and until 12pm on a Friday, all year round, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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 childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Discussions were held at convenient times with the children and the childminder. n The childminder spoke to the inspector about their intentions for children's learning. n Consideration was given to parents' written comments. n The childminder and the inspector evaluated an activity and discussed the impact on children's learning. n Relevant documents were reviewed by the inspector, including qualifications and children's records. n The inspector held discussions with the childminder to assess her knowledge of safeguarding and welfare requirements of the early years foundation stage and

p.5

Inspection activities

how the childminder evaluates her practice.

p.5

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.

p.5

Inspection activities

2 May 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