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

Children are confident, happy and settled in this welcoming setting that parents describe as a 'home from home'. Children demonstrate that they feel secure. For example, children know where to put their belongings, such as coats and shoes. This helps them to feel a sense of belonging. The childminder plans learning that she knows the children will enjoy. For example, she uses toddlers' current interest in cars to encourage their engagement. They have great fun as they carefully manoeuvre cars. The childminder has planned this opportunity to help children develop their spatial awareness. Children engage well in their learning, and they make good progress.

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The provision is good

The childminder demonstrates consistently kind and caring behaviour. Children copy this. For example, pre-school children are eager to help their younger friends. They fetch them their drinks, and they make space, so they can sit next to them. When children do have disagreements, the childminder is quick to respond. She gently reminds children of the expectations for behaviour. In addition, the childminder helps children to consider their feelings and the feelings of others. As a result, children turn take and show consideration for their friends. Behaviour is good. The childminder helps children consider ways to stay safe. For example, she talks to them about holding hands with a grown up near busy roads. She helps children to consider their own safety as they climb or use play equipment. Children become increasingly able to keep themselves safe.

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need to do better?

n The childminder supports children to be independent. They persevere well at tasks. For example, children work hard to scoop dough from a pot. The childminder demonstrates how they can use tools to reach all the dough. Children copy her, and they are delighted when they complete this task. The childminder recognises their achievements. This helps children to develop a positive attitude and to feel good about their achievements. n The childminder uses observations of children to plan their next steps in learning. In general, these learning opportunities support children's progress. However, on occasion, the childminder's observations are not precise enough to be effective. For example, she plans to teach children about colours, without first identifying which colours children already know. On these occasions, children sometimes repeat skills that they are already competent in. n The childminder has a clear focus on developing children's communication. For

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need to do better?

example, she repeats words back to young children, encouraging two-way conversations. In addition, the childminder demonstrates mathematical language. For example, she supports pre-school children to compare items and discuss if they are 'long' or 'short'. Children develop complex language that they

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need to do better?

25 February 2025 can use in future learning. n Children are eager to choose books. They snuggle close to the childminder as they enjoy stories together. The childminder encourages children to look at the pictures, and they talk about what is happening on each page. Children develop a love of books, and they develop skills that can help when learning to read. n Children benefit from a range of outdoor activities where they can use their large muscles. They develop their core strength as they balance and stretch. Children practise skills that support good coordination. In addition, the childminder talks to children about exercise being good for their bodies. Children begin to learn about healthy lifestyles. n Children enjoy imaginative play. Even young children become engrossed as they sit a play figure on a car and drive it around. Older children make a picnic. They plan the items they want to take, and they consider the space they will need to

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need to do better?

set up their picnic. Children have tremendous fun as they develop their thinking skills. n The childminder wants children to be ready for school by the time they leave her care. She offers children regular encouragement to develop their social skills. Children make friends, and they work productively with other children to complete tasks. The childminder uses opportunities such as taking older children to school to introduce younger children to the school environment. Children have experiences that support a smooth transition to school.

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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 assessment so that planning is sharply focused on learning that builds on what children currently know and can do.

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Setting details

Unique reference number EY544756 Local authority Tameside Inspection number 10372301 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 6 Date of previous inspection 10 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Dukinfield, Greater Manchester. She holds a recognised qualification at level 3. The childminder operates from Monday to Friday, from 7.30am to 6pm, all year round, with the exception of bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents (the term parents could be replaced with grandparents, carers and so on, as appropriate) 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

25 February 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.

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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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