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 intends for all children to have positive experiences to support their learning. She plans an ambitious curriculum that supports children to make good progress from their starting points. Children are confident and resilient. They persevere with tasks, such as working out how to push cutters into dough to create shapes. Children smile in delight as they hold up the shape they have created. The childminder fosters their feelings of achievement by offering specific praise. This helps children to feel good about themselves. Children form close attachments with the childminder and their peers. Younger children lift their arms up to the childminder when they are tired, and they give spontaneous hugs to their friends. Children feel safe and happy.

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The provision is good

The childminder is keen to give children experiences that they might not otherwise enjoy. For example, children visit museums. They learn about different beliefs and visit different places of worship such as, mosques and churches. Children discuss the similarities and differences in their family and the families of their friends. The childminder consistently supports children's behaviour with gentle reminders and requests. This helps children to understand the expectations for good behaviour. Behaviour is good.

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need to do better?

n The childminder strives for continual improvement. For example, following recent training the childminder has adapted her teaching. Children now spend more time outdoors investigating using natural resources. The childminder has noted that this has successfully increased children's exploratory and problem-solving skills. n The childminder shares stories and rhymes with children. Children cannot contain their excitement as they look into a song bag and choose a prop. They are eager to sing. Younger children join in enthusiastically with actions. In addition, children benefit from attending story sessions at the library. Children develop listening and recall skills which will help them when they learn to read. n The childminder generally plans learning with a focus on children's next steps. For example, she chooses number rhymes to help children learn the order of numbers before they learn to count. However, sometimes, when implementing

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need to do better?

adult-led activities, the childminder tries to cover too much, and on these occasions, children loose attention. n The childminder supports children's knowledge of healthy lifestyles. For example, she provides games to encourage discussions about foods that are good for your bodies. Children know that drinking water is good for your teeth. The childminder talks to children about building their muscles as she encourages them to walk on outings. Children learn about ways to stay healthy.

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need to do better?

15 November 2024 n The childminder supports children's language development. She demonstrates descriptive words, such as 'bumpy' and 'stretchy'. This helps children to build a wide vocabulary. The childminder asks interesting questions which support children to think. However, sometimes the childminder asks questions when children are absorbed in a task. This interrupts children's concentration. On these occasions, children do not become deeply engrossed learning. n Parent partnerships are a strength. The childminders caring approach ensures that parents are welcomed and involved in the care she offers. For example, she discusses home routines and information about children's home lives to help children settle. Parents comment on the support they receive, such as information and ideas to help learning at home. This helps children to benefit from consistent and continual learning. n Partnerships with agencies are well embedded. The childminder works closely

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need to do better?

with the early years teaching staff at the local primary school. Children benefit from attending a toddler group in the school. They become confident in the school environment. This supports a smooth and coordinated transition to school when the time comes. n Good links are in place with local health visitors. This means that information about children's current development is shared at appropriate times. As a result, any gaps in learning are quickly identified and support is put in place. Early intervention helps children to make good progress. n Children demonstrate their growing independence. For example, they are confident to use the toilet by themselves. The childminder demonstrates fun ways for children to put on their coats and shoes. Children become increasingly independent. n The childminder builds children's knowledge of the world. For example, children watch chickens and ducks hatch from eggs. They talk about how trees change

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need to do better?

with the seasons. Children benefit from real experiences that make their learning meaningful.

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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 interest first.

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should:

n focus learning intentions precisely during adult-led activities, so that children are consistently supported to focus sharply on their next steps in learning n enhance questioning skills so that children may remain deeply absorbed in their learning.

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Setting details

Unique reference number EY500057 Local authority Tameside Inspection number 10363906 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 11 Date of previous inspection 15 January 2019

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Information about this early years setting

The childminder registered in 2016 and is located in Droylsden, Manchester. She operates from 7.30am to 5.30pm, Monday to Friday, all year round, with the exception of bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their EYFS curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

15 November 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

15 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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