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 happy and settled in the care of this kind and enthusiastic childminder. The childminder encourages children to make choices throughout the day. Children are eager to engage and they concentrate well. Children choose stories for the childminder to read. The childminder extends the children's learning, using stories to promote discussions about healthy eating. Children build their knowledge of foods that are good for their teeth and bodies. The childminder talks to children about the daily routine. This helps children to anticipate what might happen next in their day. For example, children know that they wash their hands before snack. This consistent routine helps children to feel a sense of belonging. Parents say the setting is like their children's second home.

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The provision is good

The childminder demonstrates kind and caring behaviour to children. Children turn take and share well. They demonstrate good manners. The childminder gives children consistent and regular praise. This helps children to know the expectations for good behaviour. They demonstrate this knowledge as they remind each other about kind behaviours or praise each other during play. Children's behaviour is good. The childminder talks to children about ways to keep themselves safe. For example, she helps children to think about what might happen if they run inside. Children say they might bump into each other and get hurt. They respond by walking or taking turns in small spaces. Children begin to consider ways to manage their own risks.

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need to do better?

n The childminder uses learning to improve her provision. For example, following recent training she adapted outings to include helping children to make observations. As a result, children eagerly point to aeroplanes in the sky. They look for birds and listen for noises in the environment. The childminders ongoing learning helps children develop their knowledge of the world around them. n The childminder uses observation to identify children's next steps in learning. For example, she notices that children are showing an interest in number and offers activities, such as counting rhymes. This helps children to develop their knowledge of number order in readiness for counting. However, some children are already able to do this with ease. They complete the tasks quickly and, on these occasions, they do not build on their current abilities or learn new skills. n Physical development is supported with a variety of learning experiences

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need to do better?

planned to help children climb, crawl and jump. Development of smaller muscles and hand-eye coordination is also offered. For example, children carefully build with blocks. Children make good progress in their physical development. n Children's communication and language are supported well. The childminder offers children stories and rhymes to encourage their listening skills. She

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need to do better?

27 February 2025 demonstrates descriptive language as she encourages children to feel different textures. Children learn words such as 'bumpy' and 'squishy'. Children build a growing vocabulary that helps them communicate effectively. n The childminder is supportive of children's emotional development. For example, she works with parents to support children during transitions, such as a new baby in the home. Parents comment on the positive effect this has on their children's behaviour. Children can express their feelings and they begin to learn ways to regulate their behaviour. n Children are encouraged to persevere with tasks. For example, the childminder demonstrates how to cut fruit using a plastic knife. She offers encouragement as children practise this new skill. Children are delighted when they eventually cut their fruit. This builds their self-esteem and a 'can-do' attitude. n The childminder helps children to develop self-care skills. Children help to set out

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need to do better?

plates at snack times. They learn to manage tasks, such as toileting. Children become increasingly independent. They manage their own needs well. n The childminder has developed good partnerships with teaching staff at the local school. This helps her to plan learning that will help children in readiness for school. For example, she knows that being able to listen and respond to requests will help children as they transition to school. n The childminder arranges trips and outings to support planned learning. For example, children attend clubs to support their manipulative skills and dexterity. The childminder takes children to groups, where they mix with a larger group of children. This helps them to build their social skills. Children benefit from trips and outings that support their good progress in learning.

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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.

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should:

n strengthen planning so that the implementation of the curriculum supports all children to enhance their learning.

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Setting details

Unique reference number EY541305 Local authority Tameside Inspection number 10372190 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 8 Date of previous inspection 4 April 2019

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Information about this early years setting

The childminder registered in 2017 and is located in Ashton Under Lyne, Tameside. The setting opens from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded 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 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 quality of education being provided 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

27 February 2025 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

27 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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