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

p.1

The provision is good

Children thrive in the care of this warm and friendly childminder. There is a constant flow of conversation as the childminder is fully engaged in activities with children. Children show they feel confident in her care as they chat about what they are doing and what they might do next. During their play, children show pride and are eager to celebrate their achievements with their enthusiastic childminder.

p.2

The provision is good

The childminder helps children to feel safe and secure. She speaks to children kindly and helps children to learn how to be kind in turn. For example, children show care to the dolls they play with. They talk to them gently and make sure that they are dressed warmly before going outdoors. The childminder has high expectations of children's behaviour. She encourages children to be polite, take turns and cooperate with routines. For example, children enjoy taking responsibility for tidying up their own space and pouring their own drinks.

p.2

The provision is good

There is a broad curriculum that helps all children learn. The childminder enriches the curriculum with experiences outside the setting and activities based on children's individual interests. She closely supports children as they play and extends their learning. As a result, children make good progress and acquire the skills they need to begin school.

p.2

need to do better?

n The childminder delivers a successful curriculum, with a sharp focus on developing children's language and communication. She promotes the use of a broad vocabulary and supports children to express themselves and listen to others effectively. Due to this, children become confident communicators, which enables their learning in other areas. n The childminder teaches children about early mathematical concepts through play. She encourages children to count the toys they are using, compare the heights of block towers and use words such as 'medium' to talk about size. As a result, children continue to explore and embed their understanding of mathematics. n The childminder has a good understanding of how children learn. She builds on what children already know and can do by adding new information. For example, she introduces the word 'pterodactyl' and helps children to recall the flying birds they saw that week. This helps children to make links in their learning and

p.2

need to do better?

remember new knowledge. n The childminder makes accurate observations and assessments of children's learning. She uses these to plan activities and provide the support children need to reach the next stage in their learning. As a result, all children make good progress.

p.2

need to do better?

29 January 2025 n The childminder supports children to develop positive attitudes to their learning. She praises their efforts, as well as their achievements, and this helps children to keep trying when they find things difficult. However, background noise, such as the television, sometimes distracts children. This makes it difficult for children to fully focus on their learning. n The childminder promotes children's independence when they are indoors. For example, she encourages children to wipe their own noses, find their shoes and put on their coats. However, the childminder does not organise the garden to support children to explore and make choices in their learning when they play outside. This does not promote children's independence during outdoor play as the curriculum intends. n The childminder establishes good relationships with parents and carers. She communicates with parents throughout the day to share children's experiences.

p.2

need to do better?

The childminder shares information about children's progress and helps parents to understand how to support their children's next steps in learning. As a result, parents are engaged in their child's learning and support them to make progress. n The childminder is reflective about her practice. This allows her to identify suitable areas for improvement and target these areas through sharply focused professional development. As a result, the childminder's practice continually improves to meet the changing needs of children.

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 support children's developing ability to concentrate fully, such as by minimising background distractions, such as the television n increase opportunities for children to develop their independence and continue their learning when playing outdoors.

p.3

Setting details

Unique reference number EY540469 Local authority Tameside Inspection number 10367853 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 6 Date of previous inspection 27 February 2019

p.4

Information about this early years setting

The childminder registered in 2016 and lives in the Higher Hurst area of Ashton- under-Lyne. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector.

p.4

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.

p.4

Inspection activities

29 January 2025 29 January 2025 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.4

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