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 thrive in the care of this welcoming childminder, who parents describe as 'warm and nurturing'. They are eager to engage in the well-prepared learning opportunities. Children shout in delight as they roll cars down a ramp, eagerly collecting the cars and running back to repeat the task. The childminder encourages turn taking and she reminds children to wait for their friends. Children show kindness to younger children, passing them cars to use. They respond well to the consistent praise from the childminder. Behaviour is generally good.

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The provision is good

The childminder plans learning experiences to help children make progress. For example, she takes children to toddler groups, she intends this will help pre-school children build new friendships. Children learn to socialise with a larger group of children. They become more confident in new environments. These experiences help to prepare children in readiness for their transition to school. In addition, the childminder uses trips and outings to help children learn about safety. For example, children know to cross the road near a lollipop warden. They begin to consider ways to keep themselves safe. Children are settled and happy. They invite the childminder into their play, and they crawl onto her lap for comfort when tired. Children's happiness is evident as they laugh and play together.

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need to do better?

n The childminder generally encourages children's good behaviour. For example, she reminds children to use 'kind hands'. However, on occasion, such as during care routines, the childminder does not clearly explain the expected behaviours. At these times, children are less purposeful in their play and they are less responsive to adult requests. n The childminder is observant and sensitive to children's individual needs. She notes that some children are anxious about insects and offers activities to build their confidence and reduce their anxiety. She allows children ample time to repeat and practise these activities. Children are relaxed, they becom,e increasingly confident in and interested in insects. This helps them to feel safe, secure and ready to learn. n The childminder considers children's current skills and abilities and offers appropriate learning to extend these. For example, younger children use sit-and-

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need to do better?

ride toys to help develop their physical strength and coordination. Toddlers are offered resources to help them learn to balance and negotiate space. Pre-school children master skills, such as using pedals and accurately kicking, throwing and catching balls. Children consistently build on their current development. They make good progress. n Language and communication skills are promoted well. The childminder teaches children new and descriptive words as they play. For example, children repeat

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need to do better?

6 March 2025 the word 'sticky' as they use sticky tape. In addition, the childminder encourages children to use sign language. Children make good progress with their speech and communication. n Children's independence is encouraged. For example, even young children wash their hands after nappy changes and before snack. Children learn to pour their own drinks. They become increasingly competent and independent as they manage tasks for themselves. n The childminder uses her observations of children and regular discussions with parents to help her monitor children's progress and identify any gaps in learning. Where appropriate, she makes referrals for specialist support, such as speech therapy. Children receive timely interventions to support their ongoing development. n Overall, the childminder is skilled in helping children to recognise and express their feelings. She encourages children to think about how their behaviour

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need to do better?

impacts on others. Children offer a hug to their friends and show consideration when younger children are sad. They learn that their behaviour can change how their friends feel. These skills support building of future friendships and socialisation. n The childminder is motivated to continue her ongoing learning to continually improve her provision. For example, following recent training she has made adaptations to her outdoor learning environment. Children benefit from experiences that they might not otherwise enjoy. n Partnerships with parents are good. The childminder regularly shares information with parents about children's current learning and development. She seeks their views and offers ideas to support continued learning at home. Parents comment on the good progress their children make.

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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 sharply focus on consistently supporting children, so they are aware of the expected behaviours throughout all parts of the day.

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Setting details

Unique reference number 312185 Local authority Tameside Inspection number 10372655 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 14 Date of previous inspection 30 April 2019

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Information about this early years setting

The childminder registered in 1996 and lives in Dukinfield, Manchester. She operates all year round from 7am to 5.30pm, Monday to Friday, with the exception of bank holidays and family holidays. The childminder offers the government funded places for 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 curriculum. n Children spoke to/communicated with the inspector during the inspection. 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 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

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

6 March 2025 6 March 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

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