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

The childminder works closely with parents to learn the routines, likes and dislikes of the children she cares for. Babies wave their arms excitedly; they chuckle as the nurturing childminder plays peek-a-boo with them. Their eye contact reflects the affectionate relationship they share. Children are happy and settled. The childminder manages the differing ages of children well and she supports children to progress. For example, very young babies are spoon fed, older babies are encouraged to feed themselves and pre-school children use cutlery to chop and eat their food. The childminder consistently demonstrates caring and attentive behaviour and pre-school children show care for their friends. For example, they pass toys to younger children. Behaviour is good.

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The provision is good

The childminder plans to build children's social skills with regular outings, where they can learn to play with larger groups of children. Children talk excitedly about the friends they meet at toddler group. Library sessions are planned to encourage children to be able to sit and listen. The childminder knows that this helps to prepare children for school. The childminder talks to children about staying safe outside. Children explain how they look and listen for cars before they cross the road. Children are learning about road safety.

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need to do better?

n The childminder keeps her professional development up to date with regular training. She uses learning from this training to improve her provision and teaching. For example, following a recent course, she has extended children's learning into the outdoor environment, using nature to match colours. Children have the opportunity to continue their learning in the outdoor environment. n The childminder knows children well and uses her observations to plan activities for children that will interest them. For example, she noticed children's interest in autumn leaves and they collected leaves and discussed the changing colours during art activities. However, the curriculum is not consistently planned with a clear focus on what children are currently learning. On some occasions, children are engaged, but are not building on their knowledge. n Children enjoy a healthy diet and the childminder encourages children to try a

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need to do better?

variety of different foods, textures and tastes. She talks with children about foods that keep them healthy. Children talk about fruit keeping them well and giving them energy to play. Children begin to develop knowledge of healthy eating. n Hygiene routines are in place. The childminder has taught children a song to remind them to wash the front and back of their hands and in between their fingers. Pre-school children know to wash their hands before eating. They are starting to develop good hygiene routines.

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need to do better?

4 October 2023 n The childminder supports children's physical development. Babies are given tummy time to develop their neck, shoulder and arm muscles. Lots of space is available for children to practise crawling. They delight in crawling under the easel. Children are developing an awareness of their own body size as they learn which spaces they can fit into. The curriculum supports pre-school children to develop their small finger muscles. They use safe scissors to cut and chalks for mark making. They are developing muscles which will help with pencil control as they learn to write. Children make progress in their physical development. n The childminder teaches children how to use equipment safely. She demonstrates how to chop the top off a strawberry to pre-school children, and then gives them lots of encouragement to practise this skill, using an appropriate knife. The childminder observes children closely and talks to them about knives

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need to do better?

being sharp. Pre-school children know that knives must stay out of reach of the younger children. They are learning about their own safety and about keeping others safe. n Books are used well by the childminder. The children gather round her for story time. They are enthralled by her engaging story telling. Children join in with familiar phrases in the story. Children of all ages choose books to look at during the day. Children develop and practise their recall skills and develop a love of books. n The childminder is attentive to children, she gives them her full attention when talking and she demonstrates kind and caring behaviour. Children use lovely manners. They share and take turns well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows her role and responsibility in keeping children safe from harm. She keeps her safeguarding training up to date and knows the signs and symptoms of abuse. The childminder knows what to do should she be concerned about the welfare of any child in her care. The childminder holds a current paediatric first-aid certificate and she knows what to do in the case of an emergency. The childminder closely supervises children and carefully considers any risks. She encourages children to consider road safety while on trips out.

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should:

n maintain a sharp focus on the intended learning for all activities, so that they target and support children's ongoing progress.

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Setting details

Unique reference number EY494543 Local authority Tameside Inspection number 10305261 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 15 February 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Droylsden, Manchester. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder is in receipt of funding for 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 COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of an activity with the childminder. n The childminder provided the inspector with a sample of key documentation, including parent feedback.

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Inspection activities

4 October 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.

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Inspection activities

4 October 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.

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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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