Stevenson, Claire Christina

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

The childminder creates a nurturing learning environment for children. Children feel happy, secure and valued. The childminder successfully supports children's curiosity as they play. She plans activities based on children's interests and next steps in learning. This helps children to concentrate and remain engaged for long periods of time. Children develop positive attitudes towards their learning and make good progress across the curriculum.

p.2

The provision is good

The childminder provides children with quality experiences. For example, children attend various playgroups. The childminder uses these groups to enhance children's knowledge and skills in all areas of learning. Additionally, children develop their social interactions when they mix with other children. This helps children to interact in larger groups and to be confident in new situations.

p.2

The provision is good

Children are friendly. They say 'hello' to the inspector as she arrives and have lots of confidence. Children spend time laughing and smiling as they play together. They include others in their play. For example, older children often ask younger children to join in with different activities. Children behave well in the setting. The childminder encourages this by supporting them to share. For example, she explains to children that before taking a toy, they must ask each other if they can use it. This supports children to learn about sharing and turn-taking.

p.2

need to do better?

n The childminder places a great emphasis on supporting children's emotional development. She talks to children about their feelings and reads books to them to further develop their understanding. For example, they talk about the different-coloured monsters in a book and what they represent, such as 'red' for 'angry' and 'yellow' for 'happy'. This supports children to learn vocabulary that helps them to recognise, share and manage their own feelings and emotions. n The childminder provides a mixture of child-led play and adult-led learning. For example, she uses props for songs to prompt children to think about rhymes they know. This helps children to develop their listening and speaking skills. The childminder models rhythm and repetition of sounds, which promotes children's understanding of language. However, the childminder does not always consider the different age and stage of development of children when planning and

p.2

need to do better?

implementing adult-led activities. As a result, activities are not always stimulating for younger children, and they quickly lose interest. n The childminder actively supports children's mathematical development throughout the day. She provides children with regular opportunities to count as well as explore and understand size, quantity and positional language. During adult-led activities, children immerse themselves in their play as they investigate

p.2

need to do better?

15 October 2024 the concept of weight. The childminder encourages children to predict what will happen when they place objects on the weighing scales. As a result of activities such as these, children develop a good understanding of early mathematical concepts. n Children develop an awareness of healthy eating habits as they enjoy nutritious meals. The childminder encourages young children to be successful at feeding themselves and praises their efforts. This helps to support their growing independence. n Children's language and communication are of high importance. The childminder successfully narrates children's play. She uses simple and repetitive words for younger children. Older children thrive as they engage in purposeful back-and- forth conversations with the childminder and their friends. This continuously broadens children's growing vocabulary. n Children have good opportunities to practise their physical skills. They go on

p.2

need to do better?

trips to the local park to run around in the fresh air. Children also enjoy playing in the childminder's garden, where the childminder provides them with a range of opportunities to build strength in their larger muscles. n The childminder understands the importance of children developing a love of books. Children independently ask her to read stories, and the childminder meets their requests with eagerness. The childminder reads with enthusiasm and brings stories to life. In turn, children of all ages listen intently and genuinely immerse themselves in stories. This supports children's early literacy development. n Parents have positive views about the childminder and speak about how she supports their children to make progress. They express how children are happy in the warm environment. Parents feel comforted that their children are keen to attend the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n think more carefully about what younger children need to learn next when planning adult-led activities.

p.3

Setting details

Unique reference number EY539115 Local authority Tameside Inspection number 10354938 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 12 November 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in the Denton area of Manchester. She operates all year round, from 8am to 5pm, Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays. The childminder provides government funded childcare.

p.4

Inspection activities

n The childminder discussed with the inspector how she organises her early years provision, including the aims and rationale for the curriculum. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and children during activities. n The inspector and childminder completed a joint observation of an activity to assess the quality of education. n The inspector took account of the views of parents. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

15 October 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.

p.4

Inspection activities

15 October 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.

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