Childminder in Stockport

Inspection date

Previous inspection date 16 April 2015 4 August 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

 Parents praise the 'happy family atmosphere' in the childminder's home. The strong partnerships with parents promote children's emotional well-being.  The childminder skilfully incorporates the seven areas of learning into interesting activities and experiences. As a result, children learn continuously and their progress is good.  The childminder organises space and resources well. Children develop independence in their learning as they choose freely from a wide range of accessible toys and activities.  The childminder keeps children safe. She knows how to recognise and deal with abuse or neglect and teaches children to manage everyday risks, such as crossing the road.  The childminder makes accurate assessments of children's learning. She periodically summarises their achievements. This monitoring of progress means that any concerns about children's development and learning are identified and addressed quickly.

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This provision is good

 The childminder demonstrates commitment to improving her service for children and their families. For example, she implements recent changes to food allergen labelling requirements and informs parents about allergens in the food she serves.

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It is not yet outstanding because:

 The next steps identified for children's learning and development are sometimes not specific and measurable enough to promote children's deepest learning and their swiftest progress.  When children attend other settings, the childminder does not share all of the information she has about their learning and achievements. As a consequence, continuity is not consistently ensured.

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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

 select a manageable number of next steps identified for children's learning; use these to set specific and measurable targets for children's achievement, so that planned activities deepen children's learning and further accelerate children's progress from their starting points  share information about children's progress and development with other settings that children attend, so that continuity of learning is fully promoted when children transfer between settings, or start school.

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Inspection activities

 The inspector spoke with the childminder throughout the inspection.  The inspector observed play and learning activities in the childminder's home.  The inspector looked at observation, planning and assessment records and documentation to promote children's health and well-being.  The inspector checked evidence of the suitability of the childminder.  The inspector took account of the views of parents and carers.

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who attend. This is good

Teaching is consistently good. The childminder understands how children learn and provides experiences that challenge and engage their thinking. For example, children have fun looking closely at their faces in mirrors and this promotes their self-awareness. They name and count their facial features. This promotes their communication and their understanding of numbers. Children then play with modelling dough and apply what they have learned. They learn to use a range of techniques as they roll, mould and cut the dough shapes they need to represent their own face. This promotes their physical development. The childminder gathers information from parents in order to establish accurate starting points for children's learning. Parents are well informed about their children's progress and are supported to continue their child's learning at home. The childminder knows what each child needs to learn next. However, she sometimes

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who attend. This is good

identifies too many next steps. This prevents her from focusing on specific and measurable targets and so the deepest learning, which leads to children's swiftest possible progress, is not consistently promoted.

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good

The childminder is a cheerful and sociable role model who enjoys the company of the children in her care. She promotes positive behaviour. When children want the same toy at the same time, she calmly prompts them to think about how they can share, take turns and be kind to each other. As a result, they learn to regulate their own behaviour. The childminder teaches routines that promote children's independence and self-care. When children need to wipe their noses they confidently fetch and use a tissue, dispose of it in the bin and then clean their hands. Children's physical well-being is fully promoted. They learn about healthy food as they work to grow vegetables at the nearby allotment. They attend an exercise class where they learn about their bodies and the importance of exercise. Resources are of good quality and are well maintained. Clear labels on boxes promote children's literacy when they choose toys and tidy them away.

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provision is good

The childminder fully implements the requirements of the Early Years Foundation Stage. Children acquire the skills, knowledge and attitudes that enable them to start school confidently. However, she does not share her accurate information about children's achievements with other settings and schools. This compromises continuity in their learning because it takes longer to establish starting points for the next phase of their education. The childminder ensures that her training and qualifications are up to date so that she can meet children's needs effectively. She seeks out new ideas. For example, she uses social media pages to identify and make resource to help children read familiar words. For example, she has made food menu cards that include words and pictures.

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Setting details

Unique reference number EY390179 Local authority Stockport Inspection number 859248 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 4 August 2009

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Telephone number

The childminder was registered in 2009 and lives in Gatley. Her provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except 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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