Childminder EY466908

Inspection date

Previous inspection date 20 June 2017 10 February 2014

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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's fun and spontaneous approach to learning really engages children. She adapts her teaching well to ensure that the developmental stages of all children are considered. This contributes to the good progress that children make.  The childminder is a good role model. She promotes children's behaviour through consistent and age-appropriate strategies. Children cooperate with each other, they use good manners and show an awareness of each other's feelings.  The enthusiastic childminder regularly evaluates her provision. She has high expectations for the quality and sets herself targets which will help to raise outcomes for children. For example, since her last inspection, the childminder has successfully developed her outdoor area and this is now a key strength.  Children have formed secure attachments with the childminder. She works closely with parents to ensure that children's individual care needs are met. Children show high

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This provision is good

levels of self-esteem and a real sense of pride in their achievements.

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It is not yet outstanding because:

 Although the childminder uses a range of good questioning techniques, occasionally, she does not give children enough time to respond, to help to extend their already good thinking skills.  At times, the childminder does not recognise opportunities for older children to carry out tasks to extend their independence further.

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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

 allow children more time to think about and respond to questions that help to develop their thinking skills even further  enhance the opportunities available for older children to practise and develop their independence.

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Inspection activities

 The inspector observed the quality of teaching during activities and free play, indoors and outside. She assessed the impact this has on children's learning.  The inspector discussed and evaluated a planned activity with the childminder.  The inspector looked at relevant documentation, such as children's records, evidence of the childminder's suitability and the suitability of adults who live on the premises.  The inspector viewed written feedback from parents, provided prior to the inspection and took account of their views.  The inspector spoke to the childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has an up-to-date understanding of the potential indicators of abuse and local reporting procedures. Children's progress is closely monitored. The childminder quickly identifies what children need to learn next and she focuses on any gaps through child-initiated play and planned activities. The childminder recognises the importance of working in partnership with parents, other early year's settings and external agencies. This helps to maximise children's learning. She identifies gaps in her own skills and knowledge. Plans for professional development are purposeful and focused. For example, the childminder recently introduced a new initiative, aimed at developing children's speech and language. This has helped her to gain a greater understanding of speech development and has enabled her to reflect on her teaching skills in this area.

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Quality of teaching, learning and assessment is good

Young children enjoy threading dry pasta tubes onto spaghetti. They show determination and concentrate until they succeed. This helps them to develop fine-motor skills in preparation for early writing. Older children use different sized pasta to thread. They count, compare sizes and make predictions about quantities. This helps to develop their mathematical thinking. The childminder encourages children's creativity. She plays alongside children, modelling and describing as they explore with dough. Children join in, using their hands to knead and roll the dough. They use their imagination to create models and describe what they have made. This helps children to develop their physical skills and extend their vocabulary.

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Personal development, behaviour and welfare are good

Children's healthy lifestyles are well promoted. They have plenty of opportunities to be physically active, engage in positive hygiene procedures and eat a well-balanced diet. The childminder's home is welcoming and well resourced. Children show a secure sense of belonging as they, generally, access resources to support their play. For example, children confidently access magnifying glasses to use during a child-initiated hunt for ants in the garden.

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Outcomes for children are good

Older children show particularly good progress in their mathematical development. For example, they can count up to 13 objects. Younger children are articulate communicators. They engage in conversation, sometimes using complex sentences. All children are motivated. They participate in activities for extended periods of time in relation to their age. They are well prepared for their move to school. For example, they can recognise and arrange the letters of their name.

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Setting details

Unique reference number EY466908 Local authority Stockport Inspection number 1087535 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 12

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Name of registered person

Date of previous inspection 10 February 2014

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Telephone number

The childminder registered in 2013 and lives in the Heaton Moor area of Stockport. She operates from 8am to 5.30 pm, Monday to Friday, term time only.

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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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