Childminder in Stockport

Inspection date

Previous inspection date 30 July 2015 13 August 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 Good 2

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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 does not use her assessment of children's progress to identify challenging next steps for their learning. Consequently, some activities are mundane and do not deepen children's thinking or promote their best progress.  The childminder does not yet evaluate her teaching. As a result, weaknesses in teaching are not routinely addressed and the quality of her teaching does not improve quickly enough.  The childminder does not establish starting points for children's learning quickly enough when they start to attend her provision. This means that any early concerns about children's progress and development are not swiftly identified and followed up.

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It has the following strengths

 Children form good relationships with the kind and caring childminder. They feel happy and secure as they play in the childminder's home and outdoor area.  Older children willingly help younger children during daily routines and play activities. The childminder praises their helpfulness and this promotes children's self-esteem.  Children are emotionally well prepared to start school. They hear about school from their older friends. They talk with the childminder about what school will be like.  The childminder keeps children safe. She attends child protection training and fully understands what she must do if she considers that a child in her care may be at risk of abuse or neglect.  Partnerships with parents are strong. The daily exchange of information between parents and the childminder promotes children's physical and emotional well-being.

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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

 use observations of what children know and can do, to plan challenging activities and experiences that promote children's best progress.

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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

 evaluate and improve the quality of teaching  establish the initial starting points for children's learning more swiftly when they begin to attend the provision.

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Inspection activities

 The inspector spoke with the childminder and the children, as appropriate, throughout the inspection.  The inspector observed play and learning activities in the childminder's home and garden. She discussed children's learning with the childminder following an activity.  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 requires improvement

The childminder makes regular observations of children's progress and learning. She plans a range of experiences and activities that generally promote children's learning and development. However, the childminder does not yet use her knowledge of what children know and can do, to identify challenging next steps for their learning. As a result, some activities occupy children's time but do not fully engage their attention or promote their swiftest progress. The childminder completes the progress check for children aged between two and three years in partnership with parents. She provides a copy for parents to share with the Health Visitor. Children acquire some of the skills they will need when they start school. They count and calculate during daily routines. They listen to new and familiar stories and this promotes their early reading skills. Children have the time and opportunity to talk with the childminder and each other. They learn how to take turns in

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who attend. This requires improvement

conversations and to listen to what other people say.

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good

The childminder is a good role model. Children learn consistent boundaries for their behaviour and this promotes their self-control as they grow and develop. The childminder manages and minimises risks to the children in her care. She ensures that her home is secure and she regularly practises her provision's emergency evacuation procedure. Children learn to make healthy choices in their diet. Children learn that people have different likes and dislikes. This promotes their understanding of differences between people and they learn to be tolerant. The childminder works in partnership with parents when children are ready to use the potty or toilet. This consistent approach promotes children's confidence and they make good progress towards independence. Children have opportunities to develop strength and agility as they walk, run and climb in the outdoor area and the park. The childminder provides a wide range of good quality resources that

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provision requires improvement

The childminder understands her responsibility to ensure that the requirements of the Early Years Foundation Stage are met. She completes a self-evaluation document and wants to improve her provision. She attends training and implements what she learns. However, she does not yet evaluate the quality of her teaching. As a result, the quality of her teaching is variable and children do not make best progress. The childminder works closely with parents to settle children into her provision. She gathers information relating to their care and well-being. However, she does not establish the starting points for each child's learning and development quickly enough. Consequently, early concerns about children's progress and development are not consistently identified and addressed at the earliest stage.

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Setting details

Unique reference number 306708 Local authority Stockport Inspection number 864868 Type of provision Childminder Registration category Childminder Age range of children 2 - 9 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 13 August 2009

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Telephone number

The childminder was registered in 1995 and lives in Stockport. Her provision operates all year round from 7am to 5.30pm, 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

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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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