Childminder in Stockport

Inspection date

Previous inspection date 16 July 2015 19 January 2011

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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

 Children enjoy a wide variety of learning experiences. The childminder plans these by using observations and assessments to identify children's interests and what they need to learn next. As a result, children of all ages and capabilities are motivated to learn and make good progress.  The childminder prepares children well for their move on to nursery or school. She does this through developing their skills in literacy, numeracy and independence. In addition, she helps children learn how to be sociable in larger groups of children.  Children behave well. The childminder is a positive role model. She teaches children to share, take turns, use good manners and respect the needs of others.  Partnerships with parents and other providers are good. The childminder provides parents with daily feedback about their child's care and discusses their progress regularly. When children move on from her care, she provides teachers with information

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This provision is good

on their learning.  The childminder has a good understanding of the safeguarding and welfare requirements. She is knowledgeable about child protection and knows how to recognise and act upon signs that a child may be at risk of harm. A range of policies, which are regularly reviewed, underpins the childminder's good practice.

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It is not yet outstanding because:

 Children who prefer to play and learn outdoors are not given the same opportunities to develop their literacy skills as those who prefer to spend more time inside.  The childminder has not considered how best to focus her professional development in order to improve teaching to the highest standard.

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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

 provide opportunities outdoors for children who prefer to play and learn outside, in order to develop their good literacy skills further  undertake further professional development that increases the potential to achieve the best possible outcomes in children's learning.

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Inspection activities

 The inspector observed activities in the playroom, kitchen and outside.  The inspector jointly evaluated an activity with the childminder.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records, planning documentation and a selection of policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder and discussed her self-evaluation form and improvement plan.  The inspector took account of the views of parents and carers from written testimonials and information included in children's development folders.

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who attend. This is good

The childminder has a good understanding of how children learn and how to use activities to promote each child's learning and development. During a painting activity, younger children make progress in their creative and exploratory skills as they paint their hands and feel the texture of paint. The childminder extends this for older children, offering them greater challenges that build on their knowledge and skills. All children are appropriately challenged and make good progress. They learn to play together. They enjoy games that promote turn taking. They match pairs of socks and discuss the colours and patterns, exploring the differences and similarities. The childminder extends their mathematical understanding well. Children enthusiastically count the number of individual socks and the number of pairs. The childminder develops children's communication and language skills well. Children learn new words and learn to answer questions with

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who attend. This is good

confidence. However, for children who prefer to play outdoors, opportunities to develop their literacy skills are not as freely available as they are inside.

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good

Children are happy and confident in the childminder's care. The childminder has a gradual settling-in process in place. Parents share information which helps the childminder to meet children's individual needs from the onset of care arrangements. Children develop strong bonds with the childminder. Their emotional well-being is appropriately fostered. Children develop a secure understanding of good hygiene routines. They know they must wash their hands before meals and after messy play. Children develop very good independence skills. They cut up or peel their fruit at snack times and put on their own shoes before outdoor play. Children enjoy healthy snacks and daily physical play in the fresh air. Their good health is well promoted. The childminder has a dedicated playroom, where children can freely select from a range of resources.

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provision is good

The childminder has fully addressed the action and recommendations set at the last inspection. She now ensures that consent is gained from parents prior to medication being administered. Her observations and tracking of children's progress are accurate and meaningful. The childminder reflects on the quality of her practice. She seeks the views of parents and children to help her identify areas for improvement. Since the last inspection, the childminder has gained a childcare qualification at level 3. She acknowledges that this has developed her understanding of how children learn and her role in supporting their development and learning. However, the childminder has not focused her professional development enough on raising the quality of teaching to the highest levels and, thereby, improve the potential to achieve the best possible outcomes for children.

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Setting details

Unique reference number 306902 Local authority Stockport Inspection number 871809 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 19 January 2011

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Telephone number

The childminder was registered in 1997 and lives in Marple, Stockport. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds 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

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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