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 creates a warm, friendly and caring environment. Children are happy and settled. They thoroughly enjoy spending time with the childminder and their peers. The childminder provides children with plenty of encouragement and cuddles for those children that need reassurance. This helps children feel safe and secure. The childminder is a positive role model. She has high expectations of all children. For example, she reminds children to use good manners and to take turns with the toys. Children are kind and helpful. For example, they collect their friends water bottles and give them out during snack time.

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The provision is good

The childminder creates an ambitious curriculum. Children have opportunities to observe the changes to raspberries, strawberries and blueberries growing in the childminder's garden. They learn about caterpillars as they watch them turn into butterflies at the childminder's house. This helps children learn about the life cycle of plants and animals. The childminder takes children on a variety of outings. For example, they go to museums, local parks and woods, soft play centres and National Trust gardens. This helps children learn about the world around them. Children have opportunities to socialise with larger groups of children when they attend playgroups. This helps children develop their social skills.

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need to do better?

n The childminder knows children well. She has a firm understanding of where children are up to in their development. The childminder plans appropriate next steps in children's learning. All children, including those that speak English as an additional language make good progress from their starting points. n Overall, the curriculum for communication and language development is implemented well. The childminder introduces children to the names of new fruit and vegetables at snack time. She encourages them to repeat the names back to her. However, the childminder does not always ensure all children have opportunities to practice their speaking skills. For example, during singing sessions the childminder sings rhymes at a very quick pace. Consequently, younger children do not always join in with singing and rhyme time. This sometimes prevents children from further developing their speaking skills. n The childminder promotes children's growing independence. Older children pour

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need to do better?

their own drinks and manage their own personal hygiene well. Toddlers collect their own shoes and try to put them on by themselves. These planned opportunities help children to feel proud of the tasks they can complete by themselves. n The curriculum for physical development is well planned. Children practise their hand eye co-ordination as they play throwing games with the childminder. They take suitable risks in their play in the childminder's garden. Children giggle with

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need to do better?

7 August 2024 delight as they jump up and down to action songs. This helps to develop children's physical skills. n Overall, the curriculum for children's personal, social and emotional development is well implemented. The childminder supports children to play together cooperatively. However, she does not consistently support children to learn about their emotions and feelings. Consequently, children do not always fully understand why they might be experiencing certain emotions and learn how to regulate their emotions. n Partnerships with parents are strong. Parents praise the childminder for the range of outings and activities she provides for children. The childminder keeps parents informed about children's learning. She provides advice and guidance to parents on issues such as toilet training and promoting children's independence at home. This helps to provide continuity in children's development. n The childminder is reflective in her practice. She uses regular feedback from

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need to do better?

parents and children to inform the evaluation of her setting. The childminder accesses regular professional development opportunities. For example, she recently accessed training to support children with their physical development. This helps to increase her knowledge and understanding of how to best support the children in her care. n Children are supported to keep themselves safe. The childminder teaches children how to safely cross roads. Children know that they must hold onto the childminder's pram when they go on outings. This helps children learn how to behave safely when they explore their local environment.

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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 strengthen the implementation of the communication and language curriculum to further enhance children's speaking skills n strengthen the curriculum for personal, social and emotional development to enhance children's understanding of emotions and feelings.

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Setting details

Unique reference number EY539227 Local authority Tameside Inspection number 10351311 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 12 Date of previous inspection 24 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Ashton-under-Lyne. Her provision operates all year round, from 6.30am to 6pm from Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, and three year-old children. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID19 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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder shared a range of documentation with the inspector, such as evidence of the childminder's continued professional development and paediatric first-aid qualification. n Parents shared their views of the setting through written communication. The inspector took into account their written feedback. n The childminder and inspector had discussions at appropriate times during the inspection. n Children spoke to and/or communicated with the inspector during the visit. n The childminder and inspector evaluated a song and rhyme time activity

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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

7 August 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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