Childminder 2736290

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children develop strong, trusting relationships with the childminder and flourish in the caring, supportive atmosphere she provides. The childminder fosters a cosy, family-like environment where children feel comfortable and valued. Children show happiness and a sense of security. They engage enthusiastically in meaningful learning experiences throughout the day. These dynamics help children form secure attachments, greatly supporting their emotional well-being.

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The provision is good

The childminder thoughtfully plans a curriculum that builds upon what children already know and can do, building their interests into daily learning. Children benefit from a variety of opportunities to explore their local community, with activities and outings designed to introduce new experiences. Whether visiting nearby parks and shops or swimming, these experiences nurture children's confidence in unfamiliar settings.

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The provision is good

The childminder plays an important role in helping children regulate their emotions, promoting an environment where kindness grows. She teaches children to take turns and share the resources available. When minor disagreements arise, she helps them by diverting their attention elsewhere. Through the childminder's consistent support, children develop a clear awareness of what is expected of them and respond by behaving well.

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need to do better?

n Partnerships with parents are a strength. Parents have a very high regard for the childminder. For example, they describe leaving their children at her home as 'like leaving them with family', say that 'she has created a space that is like an extension of our home' and add that 'We are incredibly lucky to have found her.' The childminder works closely with parents and children to ensure effective inductions at the start of their journey and ongoing support. This supports children to feel safe and cared for in a happy and secure environment. n The childminder engages children in conversation as they play. She introduces new vocabulary and helps them with their pronunciation, supporting their communication skills and understanding. However, there are occasions when the childminder asks questions in quick succession, for example 'What colour is the paint?', 'What car have you got?' and 'Is the paint on your hands?'. This reduces

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need to do better?

children's opportunity to understand, reflect and respond, to extend their language skills further. n Children enjoy nutritious meals every day. They sit together 'like a family' so that mealtimes are sociable learning experiences. The childminder is a good role model as she helps children make choices and learn to wait. The childminder adapts experiences to suit the needs of all children. For example, younger

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need to do better?

15 September 2025 children progress from a highchair to a booster chair at the table. This supports children's social and emotional development. n Nappy changing and hand-hygiene routines are carried out in a calm manner. Children feel secure and comfortable in a private area behind a wall, while still being able to see and hear the other children. The childminder uses this one-to- one time to enhance children's listening skills by explaining what she is doing, for example 'socks off first'. However, informal language is sometimes used when calling children for their nappy to be changed, which does not fully support their developing vocabulary. n Children benefit from the childminder regularly planning trips to places of interest in the community, for example the park, the farm, shops and the local swimming pool. Children enjoy these outings, and they develop their physical skills and enhance their knowledge of the wider community.

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need to do better?

n The childminder weaves mathematics into children's play and daily routines. She encourages children to count and look for shapes during walks in the local community. She supports them to choose colours during a painting activity. Younger children are learning the names of different colours. The childminder uses this opportunity to talk about colours during lunch, using different coloured bibs. Through these discussions and experiences, children develop their mathematical skills.

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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 the use of questioning to give children time to think and respond to support them to build on their understanding n ensure the correct language is modelled consistently, to fully support children's developing vocabulary.

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Setting details

Unique reference number 2736290 Local authority Tameside Inspection number 10399947 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 7 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Ashton-under-Lyne. She operates term time only from 7.30am to 5.30pm, Monday to Friday, except for bank holidays. The childminder has a relevant early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. 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 with the inspector. n Children spoke to the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 September 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

15 September 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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