Walker, Pamela

Inspection date

Previous inspection date 21 September 2015 18 January 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a caring and positive approach to her work. As a result, her relationships with children and their families are good and children enjoy their time with her.  The childminder is well qualified. She makes good use of her skills and knowledge to continually improve her provision. She seeks out further training and tries out new ideas that further enhance her practice.  The childminder provides a well-resourced play and learning environment in her home and garden. She uses toys and equipment effectively in her teaching and so children make good progress.  The childminder welcomes and promotes diversity. Children learn about differences between cultures, religions and backgrounds. They learn to be tolerant and respectful.  The childminder provides comprehensive daily information for parents about their children's care. This promotes continuity that keeps children safe and promotes their

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It is not yet outstanding because:

 The childminder does not always make the best use of opportunities to check children's progress. This means her assessments do not always provide a precise picture of whether children's progress is as swift as possible.  The childminder does not always give children sufficient time to think and respond during conversations. This means that some opportunities to promote children's knowledge and understanding are missed.

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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

 make better use of assessments of children's achievements to check whether children are making as rapid progress as possible given their starting points and capabilities  give children more time to think about and respond to comments, ideas and questions during conversations.

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Inspection activities

 The inspector observed the quality of teaching during daily routines and activities. The inspector assessed the impact this has on children's learning.  The inspector discussed a planned activity with the childminder.  The inspector looked at relevant documents, such as the childminder's observations of children's learning and evidence of her suitability to work with children.  The inspector took account of the views of parents and carers.

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Effectiveness of the leadership and management is good

The experienced childminder understands and implements the requirements of the Early Years Foundation Stage. The arrangements for safeguarding are effective. The childminder knows what to do if she is concerned about the welfare of a child in her care. She attends all mandatory training, such as first aid and safeguarding. The childminder provides a range of interesting and challenging activities. She has a good understanding of how children learn and develop. She accurately assesses what children already know and can do, which she uses to check that children are achieving at their expected levels. However, she has not refined her assessment system to help her be certain that children make as rapid progress as possible from their starting points.

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Quality of teaching, learning and assessment is good

The childminder's teaching is good. She uses a wide range of teaching methods effectively. She plans visits and outings that engage children's interest and excite them. She then provides toys and books that prompt children to remember and talk about where they went and what they saw. The childminder promotes children's understanding and communication skills. She repeats familiar words during activities and routines, and teaches new words in ways that makes their meaning clear to children. However, there are occasions when the childminder does not pause for long enough during conversations. This does not give children the thinking time they need to respond to what she is saying. Therefore, she misses some opportunities to promote children's conversation skills and deepen their thinking.

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Personal development, behaviour and welfare are good

The childminder is a kind and friendly role model. She teaches children about why they should share and take turns when they play together. She establishes consistent daily routines. This helps children to feel secure because they know what will happen next and what they are expected to do. The childminder has a common sense approach to managing risk. She is vigilant in her supervision of their play. She understands the importance of promoting a healthy lifestyle. She ensures that children have daily opportunities for physical exercise, which is usually outdoors. Children learn to be independent. For example, the childminder teaches them how to put on and fasten their coats by themselves before the move on to school.

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Outcomes for children are good

Children make good progress and are ready to start school. Early literacy is promoted by reading books and stories every day. Numeracy is promoted through planned and incidental activities that teach children to count and calculate. The childminder praises children's achievements and so they want to keep learning.

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Setting details

Unique reference number 307054 Local authority Stockport Inspection number 867714 Type of provision Childminder Day care type Childminder Age range of children 0 - 3 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection 18 January 2011

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Telephone number

The childminder was registered in 1989 and lives in Stockport. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate early years 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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