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 shows an awareness of each child's individual needs. He supports them to feel comfortable within the setting. For example, the childminder spends time encouraging and supporting children to feel more confident. This works incredibly well for children who are a little shy. The childminder and children have strong attachments. Consequently, children feel safe in his care. Children smile and laugh as they play together. They enjoy the time that they spend together and with the childminder.

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The provision is good

The childminder sensitively reminds children how to share and take turns. He models positive interactions that help children develop an awareness of the feelings of others. The childminder praises children for good turn-taking and models good manners as children help to tidy away after lunchtime. As a result, children are kind and polite to other children and adults.

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The provision is good

The childminder joins in the children's play and uses these opportunities to build on their ideas and development. He supports children to learn about aspects of nature and to develop an appreciation of growth and change. Children plant vegetables, such as rocket and different types of lettuce, in the garden. They are introduced to new vocabulary, such as 'compost' and 'roots'. Children are also encouraged to feel the soil and carefully handle the seeds. The childminder is committed to helping children to develop a positive attitude to learning.

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need to do better?

n The childminder makes learning fun. He has an enthusiastic nature which helps to capture children's interest. He plans a range of experiences that children thoroughly enjoy. This supports children to develop very positive attitudes towards learning. However, sometimes, the childminder does not always plan precisely for the next steps in children's learning during adult-led activities. This does not fully support children's progress. n The childminder supports children to use their manners. He does this by role modelling. Children independently use their manners throughout their time at the setting. They show an awareness of what is expected of them. For example, children ask, 'Is it my turn?' and patiently wait for their turn during outdoor play. n Children have lots of opportunities to exercise by visiting their local allotment. They use the equipment to dig and plant vegetables and herbs. The childminder

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need to do better?

teaches children how to grow and care for various plants and foods. Children are eager to water and check on their growing cucumbers. They count how many scoops of soil they need. Children develop a good understanding of the world. n Children begin to learn about good hygiene practices. The childminder talks to children about what they are doing and why. As a result, children understand

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need to do better?

23 May 2024 why they need to wash their hands before eating. The childminder also models practice, to help younger children learn how to wash and dry their hands. Children are become confident in their self-care skills. n The childminder provides opportunities for children to explore their creativity and learn through their senses. Children spend time running soil through a giant sieve to feel the texture on their hands. They explore the compost when planting seeds. The childminder talks to children about the different texture and introduces new words. This gives children lots of opportunities to develop their language and vocabulary. n The childminder and his co-childminder get to know the children and their families well to help meet the children's needs. They gather detailed information from parents when children start, to help them plan for children's individual care and learning needs. The childminder shares information about children's care

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need to do better?

routines and learning to keep parents informed. This helps to provide consistency and continuity in children's care and learning. n The childminder knows the children well. He has invested time in getting to know their individual needs. For example, he is skilful at recognising when toddlers become tired. They are offered lunch early so that they can have a sleep. Toddlers enjoy this time chatting to the childminder, who is fully supportive while they eat. Cuddles are provided as they settle to sleep. This provides toddlers with comfort and lots of reassurance. n The childminder keeps his essential knowledge up to date. He has completed all mandatory training and uses conversations with his co-childminder to support his professional development. He researches learning, such as growth cycles of plants, to share with children. However, he does not precisely target his development. As a result, children do not benefit fully from a coherently planned

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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 enhance the curriculum intent to focus closely on the identified learning intentions for children during adult-led activities n focus on professional development to support the delivery of a coherently planned and sequenced curriculum.

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Setting details

Unique reference number EY425922 Local authority Tameside Inspection number 10335108 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 12 Number of children on roll 10 Date of previous inspection 5 June 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Denton, Tameside. He operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. He works with his wife, who is also a registered childminder.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to, or communicated with, the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

23 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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