Childminder in Stockport

Inspection date

Previous inspection date 20 March 2015 19 May 2009

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Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder's teaching is not strong enough to ensure that children make consistently good progress in their learning and development.  The childminder does not have a rigorous approach to self-evaluation. She does not review the quality of the provision sufficiently, to identify the strengths or areas for improvement.  Children who prefer to play and learn outdoors are not well supported to make good progress in all aspects of their learning, particularly with regard to number and early reading skills.

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It has the following strengths

 The childminder generally has good relationships with parents and other providers, which she uses to promote continuity in children's care and activities.  Children are happy and settled as the childminder warmly welcomes them into her home. Children confidently follow familiar routines and the childminder provides lots of praise and encouragement.  Children are effectively safeguarded as the childminder has completed appropriate training. She has a good understanding of how to recognise signs of abuse or neglect, that may give rise to concerns. The childminder also holds a first-aid qualification and appropriately assesses risks in the environment.  Children follow good hygiene routines. They enjoy healthy snacks and meals, which promotes their good health.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 improve teaching, for example, through the use of effective questioning, in order that children are appropriately challenged and engaged and their thinking skills are extended so they make consistently good progress in all areas of learning.

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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

 improve procedures for self-evaluation, to ensure strengths and areas for improvement are clearly identified and a clear plan is put in place to improve the provision for children  promote children's motivation to learn more effectively when they choose to play and learn outdoors, for example, by providing learning experiences that build on their mathematical and literacy skills.

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Inspection activities

 The inspector looked at the areas of the premises used for childminding.  The inspector discussed with the childminder how she delivers the educational programme for children.  The inspector checked evidence that appropriate suitability checks have been undertaken on all adults living and working in the household.  The inspector and childminder discussed and looked at toys, books, resources and equipment used for childminding.  The inspector looked at policies and documents the childminder uses, and discussed self-evaluation and improvement plans.

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who attend. This requires improvement

The childminder has a sound understanding of how to promote the learning and development requirements of the Early Years Foundation Stage. Since the last inspection, she has gained an appropriate early years qualification at level 3, which gives her an understanding of how children learn. She undertakes observations on children's learning and makes assessments of their development. She uses these assessments to plan activities she knows that children will enjoy. However, teaching requires improvement. This is because, although the childminder recognises children's developmental steps, not all activities provide children with a good level of realistic challenge and extend children's thinking skills. As a result, children are not fully prepared for their next stage in learning. Furthermore, at times, children move between activities quickly and do not sustain play and learning to a deeper level. Nevertheless, the childminder talks to children as they play,

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who attend. This requires improvement

which supports their communication and language skills.

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requires improvement

The childminder has clear settling-in procedures. She communicates with parents, to ensure a smooth transfer to her home. Regular visits to local groups help children learn to socialise with other adults and children, away from the childminder's home. Most children behave appropriately for their age. Any lapses in behaviour and children are generally reminded of the 'house rules'. For example, they are reminded about sitting nicely at meal time, taking turns and sharing. She understands the importance of partnership working and has formed appropriate links with other early years providers that some children also attend. This means that children benefit from consistency of care and learning. Children are active and take part in physical exercise. However, when children prefer to play and learn outdoors, there are fewer opportunities to build on their mathematical and literacy skills because the childminder does not plan for this type of learning sufficiently.

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provision requires improvement

The childminder shows commitment to attending further training to enhance her practice, in order to benefit the children in her care. Testimonials from parents provide positive feedback. For example, parents state they are 'very happy' with the childminder's care and the support their children receive. The childminder is developing a self-evaluation process to improve her practice and a few plans are in place to further develop the provision. However, this process is not rigorous enough, so that strengths and well-targeted areas for improvement are identified and that weaknesses are addressed in a timely manner.

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Setting details

Unique reference number EY377356 Local authority Stockport Inspection number 858421 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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Telephone number

The childminder was registered in 2008. She lives in Reddish, Stockport, Cheshire. She operates all year round, from 3pm to 5pm on a Monday and 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder has a childcare qualification at level 3.

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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

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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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