Sherlock, Julie Diane

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 demonstrate they feel safe and have a strong sense of belonging in the childminder's home. The childminder uses information gained from parents and carers during settling-in periods to get to know and support children. For example, she finds out about children's likes and dislikes and people who are special to them. Children form warm relationships with the childminder, which supports their emotional well-being. The childminder is knowledgeable and understands how children learn. She plans an ambitious curriculum that is focused on providing children with experiences and building on their social skills. As such, children have built strong relationships and are confident in social situations.

p.2

The provision is good

The childminder has high expectations for children's behaviour and supports them to share and take turns through play. For example, the childminder encourages children to take turns when blowing bubbles with their peers. The childminder includes parents in their children's development and supports them to contribute to the progress they make. For example, she shares assessment information and ideas to support parents to continue their children's learning at home. This helps to provide continuity of care for children. Children enjoy being physically active. The childminder encourages children to develop their large-muscle skills. For example, children regularly play in the childminder's garden and use equipment at the park. These opportunities contribute to the good physical development of children.

p.2

need to do better?

n The childminder plans a curriculum that supports children to be ready for their next stage in learning, such as school. For example, children have plenty of opportunities to develop their social skills. Overall, children make good progress. However, on some occasions, when delivering activities, the childminder does not focus precisely enough on the specific things that children need to learn next. This does not help children to consistently build on their existing skills. n Children develop their communication and language skills well. The childminder speaks clearly to children and models back the correct language. For example, when children say 'horsey', the childminder says 'horse'. In addition, during play, the childminder comments on what children are doing and asks questions. This encourages conversation between the childminder and the children. Children become confident communicators. n The childminder has high expectations for children's behaviour, and children

p.2

need to do better?

respond positively to her instructions. For example, the childminder reminds children to tidy up to ensure that the floor space is clear from hazards. The childminder uses lots of praise and encouragement, such as saying, 'Well done'. Children behave well and demonstrate respect for the childminder and her home.

p.2

need to do better?

12 June 2025 n The childminder encourages children to lead healthy lifestyles, such as by teaching them ways to look after their teeth and eating healthy. She offers children home-made nutritious meals and snacks. The childminder uses role-play resources, such as pretend teeth and toothbrushes, to support children's understanding of how to clean their teeth effectively. These opportunities support children to begin to make healthy choices. n The childminder plans lots of outings and experiences for children to develop their social skills. For example, children attend the local library and trips to farms and parks with other childminders and children. In addition, they spend lots of time out in the community at playgroups. The childminder uses these opportunities to help children to gain experience of the world around them and develop their confidence. n The childminder completes mandatory training and keeps up to date with

p.2

need to do better?

changes to ensure that she has a good knowledge and understanding of how to promote children's safety and welfare. However, she has not yet reflected on her provision and teaching skills to precisely identify training that would enhance her practice and raise the quality of her provision even further. n The childminder helps children to develop their early mathematical skills well. She uses opportunities such as walking down the stairs to encourage children to practise counting skills. Furthermore, the childminder introduces language such as 'bigger' and 'smaller' as children play with the farm animals. Children hear mathematical concepts from an early age.

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 focus precisely on the specific skills children need to learn next to help build on what they already know and can do n identify professional development opportunities to further enhance skills and knowledge.

p.3

Setting details

Unique reference number EY409545 Local authority Tameside Inspection number 10380757 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 2 Date of previous inspection 21 June 2019

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Droylsden, Manchester. She operates all year round, from 8am to 6pm, Monday to Friday, term-time only. The childminder offers the government funded places for childcare and receives specific funding for disadvantaged children.

p.4

Inspection activities

n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n The childminder showed the inspector around 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 curriculum. n The inspector observed the quality of interactions between the childminder and the children. n The inspector discussed safeguarding procedures with the childminder.

p.4

Inspection activities

12 June 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

12 June 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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