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 Met

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The provision is good

Children develop strong relationships with the welcoming and nurturing childminder. She responds warmly to children and is attentive to their needs, which helps them to feel happy, safe and secure. The childminder recognises when children require extra comfort and reassurance to support their emotional well- being. She is an excellent role model. The childminder talks to the children calmly and with respect. Children are kind and respectful to their peers. They share toys and invite each other to play indoors or outside. Children are supported to gain permission before giving hugs to their friend. This helps every child to feel valued.

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The provision is good

The childminder arranges her home and resources effectively to ensure that children can make choices in their learning. This encourages children to explore, investigate and develop their own interests and ideas in the way they wish and need to. Children have a wonderful time in the garden. They select a variety of containers with different coloured water to try out ideas to flush 'Incy Wincy Spider' down the spout. Very young children show excellent levels of engagement and enjoyment. The childminder is highly successful in her interactions with the children. She thoroughly engages them in their child-initiated activities. The childminder repeats words clearly and provides a narrative to children's learning. Children then are quick to copy and provide narratives for their friends. They confidently use sign language for familiar words such as 'more'. Children are supported to be confident and independent communicators.

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need to do better?

n The childminder is passionate about providing all children with the best start to life. She has a remarkable knowledge on how to create an inclusive setting. The childminder works with parents to monitor children's development and plans targeted next steps to develop their skills while they await outside referrals. Children with additional needs make tremendous progress from their starting points, and the gaps between them and their peers are rapidly closing. n The childminder places building children's strong minds at the highest importance. Children are taught to use mirrors to understand and express their feelings. The childminder sensitively validates children's heightened emotions to help them calm down. Children's emotional well-being is fully supported and a real strength. n The childminder supports children to learn about different healthy food choices. However, she has not consistently planned her curriculum to support children to

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need to do better?

develop the social skills that are needed to always manage snack times effectively. For example, at times, some children do not sit while eating. n The childminder actively encourages children to engage in outdoor learning and to connect with nature. Children develop their movement and balance skills as

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need to do better?

9 May 2024 they use a range of play equipment in local parks and the woods in their local community. Young children practise using their small muscles as they open and close taps, pour, stir and dig. Children make good progress in their physical development. n The childminder creates a language-rich environment and supports children's communication development well. She ensures that correct words are modelled back to children to extend their speech, for example, using the correct words to name animals. Children make good progress from their individual starting points. n Books are an integral part of everyday play and learning. For instance, characters in stories are used as role models to encourage reluctant eaters to try new foods. Children select and confidently present books to the childminder, who reads to them with pleasure. Children enjoy listening to familiar stories. They develop a love of books and stories.

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need to do better?

n The childminder provides opportunities for children to develop their mathematics skills. She uses number names, number language and simple counting as children play. For instance, music is spontaneously switched on to help children sing 'Five little speckled frogs' as they discover and count toy frogs in the mud tray. Children develop an understanding of simple mathematical concepts. n Parents comment that they are delighted to have found a setting where their children are 'safe, happy and loved'. The childminder collaborates with parents on a daily basis, ensuring that they are fully involved in their children's learning and development. Parents describe the childminder as a font of all knowledge who provides them with research and activities to help guide them with sleeping, eating and behaviour issues. Parents are pleased with the progress their children have made since starting the setting. n The childminder is highly committed to improving her skills. Through reflection

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need to do better?

and evaluation, the childminder identifies where additional research or training is required to enhance her practice. This ongoing professional development helps the childminder to support children to excel in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop further the curriculum to support children to learn the social skills that are required to manage snack times effectively.

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Setting details

Unique reference number EY500230 Local authority Tameside Inspection number 10335565 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 20 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Hyde, Greater Manchester. She operates all year round, from 7am to 6.30pm, Monday to Thursday, with the exception of 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Parents shared their views of the childminder's provision with the inspector. n The inspector observed the interactions between the childminder and the children. n The inspector carried out joint observations of group activities with the childminder. n The inspector conducted professional discussions with the childminder, including discussions relating to her safeguarding knowledge. n Relevant documentation was reviewed by the inspector, including paediatric first- aid qualifications.

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Inspection activities

9 May 2024 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

9 May 2024 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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