Childminder in Stockport

Inspection date

Previous inspection date 10 March 2015 6 January 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Teaching is good. Children take part in many fun activities, which help them to make good progress in their all-round development. This is because the childminder knows children very well, understands how they learn and provides meaningful experiences.  Partnerships with parents are well established. The childminder fully recognises the importance of these relationships and keeps parents well informed about their children's experiences of the day and their progress.  The childminder establishes close, emotional attachments with children in a welcoming and caring environment. Consequently, children feel safe and develop a strong sense of security and belonging.  Children are extremely happy and settled. They confidently follow familiar routines. The childminder provides lots of praise and encouragement to promote children's good behaviour.  Children have regular access to the outdoors for fresh air and exercise. This effectively

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This provision is good

supports their physical development and well-being.  The childminder is committed to the continual improvement of her provision. She pursues training to develop her knowledge and understanding of child development and reviews her practice to be able to more effectively support children's progress.

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It is not yet outstanding because:

 The childminder does not always gain in-depth information from parents on entry about what their child can already do.  Partnership working with other settings children attend is not yet fully embedded.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance the depth of information gathered from parents about children's learning and development on entry to the provision, in order to further enrich the planning process  strengthen further the opportunities to share with other settings information in relation to children's learning and development, to inform future planning and fully extend children's learning.

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Inspection activities

 The inspector observed activities and the quality of teaching in the childminder's playroom and at snack time.  The inspector spoke to the childminder and the children at appropriate times during the inspection.  The inspector checked the suitability of adults living in the household.  The inspector took account of the written views of parents.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.  The inspector held discussions with the childminder regarding self-evaluation throughout the inspection.

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who attend. This is good

The childminder has a good knowledge and understanding of the Early Years Foundation Stage. She is skilful in the way in which she uses adult-led and child-initiated activities, to question and challenge children's thinking. During play, she asks children, 'what can you see there?' and 'what comes next?' Children quickly become absorbed in activities. For example, they thoroughly enjoy making gifts for Mother's Day. Children respond with enthusiasm to all the activities on offer and they enjoy listening to their favourite story and put together jigsaws. Children's mathematical development is progressing well. During activities, they confidently count, recognise numbers and talk about colours. All this effectively supports children's all-round development in preparation for school. The childminder gathers a range of information from parents when children first start. However, she does not always gather detailed information about children's learning and

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who attend. This is good

development. Consequently, her knowledge of children's starting points, to enhance the planning for each child's learning needs, is not yet fully embedded.

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good

The childminder is a good role model. She has clear expectations for children's behaviour. Consequently, children's behaviour is good. Children have formed strong bonds with her and seek reassurance when unsure. The childminder is fully aware of, and sensitive to, potential and actual harm to children. She has a good knowledge of how to deal with safeguarding issues, and how take appropriate action to protect and support the children in her care. The premise is welcoming to children. There is a dedicated playroom, where a wide range of resources, covering the seven areas of learning are easily accessible to children. As a result, children are gaining the confidence they need to become independent learners. Children enjoy exploring the outdoor area and visit the local park. They learn the importance of a healthy lifestyle through nutritious snacks, meals and drinks. Furthermore, the childminder places strong emphasis on children developing their

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good

self-help skills. For example, they competently manage their basic hygiene and personal needs successfully.

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provision is good

Children are closely supervised as they play and the environment is checked daily, in order to minimise any potential risks to children's safety. The childminder ensures that any adults living in her house are checked for suitability, so that children are effectively safeguarded. Robust policies and procedures are in place, such as safeguarding, medication records and accident forms. The childminder ensures there is an effective two- way flow of communication with parents. This enables the childminder to share important information with parents. The childminder has made links with other settings, to share information. However, there are missed opportunities to further strengthen these links, in order to develop a shared approach to support children's future learning and development.

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Setting details

Unique reference number EY310629 Local authority Stockport Inspection number 873107 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 6 January 2009

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Telephone number

The childminder was registered in 2005 and lives in Stockport, Cheshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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