Childminder EY293687

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 demonstrate that they feel happy and safe in this setting. The childminder and any assistants she works with are warm and nurturing to all children. Children readily accept cuddles and comfort, which promotes their feelings of security. The childminder takes children on regular visits to the local school. She helps children recognise hazards in the environment on outings. For example, the childminder supports children to learn how to cross roads safely. Children demonstrate positive attitudes and confidence in their surroundings. This supports children to develop essential life skills.

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The provision is good

The childminder is committed to helping children achieve their best. She provides a wide range of age-appropriate resources that capture children's interests and stimulate their imaginations. Children are eager learners who develop impressive language and social skills. For example, they enjoy role play, pretending to be rock stars, using musical instruments to sing and dance together. Older children cheer with delight when the childminder brings out play dough. This shows that children are highly motivated to take part in activities. As a result, children have positive attitudes to their learning and make consistent progress.

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The provision is good

The childminder has high expectations for all children. Her calm and gentle approach makes her a positive role model. The childminder helps children manage their behaviour and supports them to share and take turns. Children show kindness and empathy. For instance, the childminder praises older children when they offer cuddles to younger children who are upset. The childminder helps children to build strong friendships and care for one another.

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need to do better?

n The childminder and any assistants she has work seamlessly together to meet children's individual needs. They know each child well. The childminder recognises children's individual likes and dislikes and rotates resources to fit children's changing interests. This helps children remain engaged for sustained periods and supports their learning. n The childminder's skilful support for children's emotional development is a strength of this setting. She sets clear and consistent expectations, swiftly supporting children to resolve conflicts if required. Children benefit from hearing plenty of warm praise from the childminder and their friends. This helps them to develop positive self-esteem. n The childminder helps children to develop strong communication skills. Children enjoy meaningful conversations throughout the day. The childminder frequently use stories and songs and introduces new vocabulary to build children's

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need to do better?

confidence as communicators. For example, while playing with toy cutters, the

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need to do better?

24 July 2025 childminder uses words such as 'crinkly' and 'wobbly' to describe patterns. This helps children to develop a wide vocabulary and impressive language skills. n The childminder skilfully weaves early mathematics into children's play and routines. Children enjoy using mathematical language as they play. For example, when using play dough, the childminder and children talk about size, position, quantity and colour. Children acquire vital early mathematical knowledge in preparation for future learning. n Overall, children demonstrate high levels of independence. They manage personal care routines confidently. However, on occasion, the childminder completes tasks that children could do themselves such as tidying away toys or serving their snack. This limits opportunities for children to extend their independence further. n The childminder is committed to ongoing professional development. She keeps

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need to do better?

essential training, such as first aid and safeguarding up to date. However, the childminder does not focus her professional development on extending her knowledge and practice to support younger children's development further. n Parents and carers are highly complimentary about the childminder's care and communication. They value the guidance and daily updates they receive. The childminder supports parents to seek external advice, such as from doctors, when needed. She works with the parents to act on any advice given, helping to ensure that each child receives appropriate support. n Strong partnerships with local nurseries and schools support children's transitions. The childminder regularly shares development updates with teachers. She supports children to deliver their own admission forms and transition reports. This helps build children's confidence as they move on 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 extend opportunities for children to complete tasks independently n focus professional development on enhancing knowledge and practice to support younger children's development further.

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Setting details

Unique reference number EY293687 Local authority Tameside Inspection number 10394875 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 12 Number of children on roll 22 Date of previous inspection 30 September 2019

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Information about this early years setting

The childminder registered in 2004 and lives in the Stalybridge area of Tameside. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She provides government-funded childcare. The childminder works with an assistant.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out a joint observation of a group activity. n The inspector gathered comments from parents about their children's experiences at the setting. n The inspector spoke to the childminder's assistants during the inspection. n The inspector interacted with children during the inspection. n The inspector observed the quality of education being provided, indoors and on a local walk, and assessed the impact on children's learning. n The inspector held a meeting with the childminder to discuss how she evaluates the provision.

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Inspection activities

24 July 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

24 July 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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