Childminder in Stockport

Inspection date

Previous inspection date 14 April 2016 Not applicable

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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

 The childminder does not consistently use information from her observations and assessments to plan individual learning experiences for children or to support good progress in their development.  The childminder does not fully recognise the different ways children learn. Teaching is inconsistent and children are not always motivated during play. The childminder does not use the information that she knows about children, in order to challenge them fully and at times children lose interest in activities.  Although the childminder has a basic plan for professional development, this is not fully developed to identify specific areas aimed at raising the overall quality of teaching and practice to a higher level.

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It has the following strengths

 The childminder works well with parents. She shares information about children's care and learning in a variety of ways, on a regular basis. This helps them understand their children's development.  The childminder and her assistant manage behaviour through a consistent approach, offering clear messages to enable children to understand what good behaviour looks like. For example, when children push others, they talk about the importance of being kind to others and sharing.  Relationships between children, the childminder and her assistant are positive. Children form close bonds and enjoy reassuring cuddles.  Children follow good hygiene routines. They wash their hands before meals and after using the toilet.

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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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Due Date

 develop planning so that information from observations and assessments can be used to shape individual learning experiences for children and promote their good progress 12/09/2016

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Due Date

 improve the quality of teaching methods so that each child is more consistently involved in activities that engage and motivate them. 12/09/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 plan and undertake a specific programme of professional development and raise the quality of teaching to a higher level.

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Inspection activities

 The inspector viewed the areas used for childminding. She talked to the childminder, her assistant and children at appropriate times throughout the inspection and observed a variety of activities.  The inspector observed the quality of teaching during activities, both indoors and outdoors and assessed the impact this has on children's learning.  The inspector looked at relevant documentation, discussed safeguarding knowledge and took account of the childminder's self-evaluation.  The inspector took account of the views of parents spoken to on the day of the inspection, and as expressed in their comments on letters and cards obtained by the childminder.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder and her assistant are aware of the signs and symptoms that would cause concern about children's welfare. They are clear about what procedures to follow and are confident in taking appropriate action. Children's attendance is monitored and the childminder is proactive in exploring reasons for children's absences. Partnerships with local schools are effective. Information is shared to help provide consistency in children's learning and development. The childminder reflects on her practice and discusses areas that need improving with her assistant and co- childminder. However, professional development is not planned precisely enough to help raise the quality of the provision.

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Quality of teaching, learning and assessment requires improvement

The childminder has processes in place to gather information about children's development when they first start at the setting. She completes regular observations and assessments of children's learning. However, she is not yet skilled enough to plan accurately for children's individual developmental needs. This means that children become easily distracted during play. Furthermore, teaching is inconsistent and does not always encourage or ignite children's enthusiasm to learn. Older children enjoy singing-time sessions. They join in with their favourite songs enthusiastically, while younger children listen and shake instruments. The childminder recognises the importance of repeating simple words to help support children's early language development.

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Personal development, behaviour and welfare require improvement

A gradual settling-in process is used to help support children's individual needs. Children are greeted with enthusiasm when they arrive at the setting, and they are keen to see their friends. The childminder and her assistant are responsive to children and offer consistent praise to help children feel valued and to support their well-being. However, occasionally, as activities are not planned well enough to meet individual needs, children's attention wanders. This has a negative impact on their behaviour. Children enjoy buttering their own toast and eating bananas during snack times. Healthy eating policies help to influence the contents of lunchboxes provided by parents. Children's understanding of healthy lifestyles is further supported during trips out to local parks and play groups where they enjoy a range of physical activities which helps support their development.

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Outcomes for children require improvement

Children, including those who speak English as an additional language make some progress from their starting points. They are starting to learn some of the skills needed to help them move on to their next stage of learning. However, areas where children require additional support are not fully targeted and planned for. This means that they do not make the best possible progress. Older children play cooperatively together and move confidently around the setting choosing what they play with. They communicate well with each other and appear happy, sharing ideas of games to play.

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Setting details

Unique reference number EY472900 Local authority Stockport Inspection number 973811 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 12 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Stockport. She operates all year round from 7.30am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with a co-childminder and assistant.

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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

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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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