Childminder EY494791

Inspection date

Previous inspection date 4 January 2018 Not applicable

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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 experienced and well-qualified childminder offers an inviting play and learning environment. Relationships are a key strength of the provision. Children show that they feel very happy and secure in the company of the childminder and her assistant.  The childminder demonstrates commitment to continuously improving her knowledge and skills. She seeks out and implements advice and training from a range of sources. She reviews her policies and procedures when requirements change.  The childminder promotes children's positive behaviour well. She and her assistant demonstrate kindness and respect for other people and children copy this. Children learn to share toys and take turns.  Children's health and fitness are promoted effectively. For example, they run fast and climb at the nearby park, which helps to promote their physical development. Children learn why a balanced diet is important.

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It is not yet outstanding because:

 Parents do not always know exactly how well children are learning and developing. This is because the information provided about children's achievements does not show children's progress clearly enough from their starting points.  The childminder sometimes does not use information from observations effectively to identify what children need to learn next as precisely as possible. This does not help her to plan for individual children's learning even more meticulously.

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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

 devise even better ways of sharing children's progress and achievements so that parents always have precise information about whether children are making typical progress, are at risk of delay or are ahead for their age  make the most of what is known about individual children's achievements so that teaching focuses even more precisely on what children need to learn next.

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Inspection activities

 The inspector observed the quality of teaching during daily routines and activities. She assessed the impact this has on children's learning.  The inspector discussed a planned activity with the childminder and her assistant.  The inspector looked at relevant documentation, such as evidence of the childminder and her assistant's 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 childminder's provision is well organised and children make good progress. Safeguarding is effective. The childminder keeps her knowledge of child protection matters up to date. She knows what she must do if she is concerned that a child in her care may be at risk of harm. She trains her assistant to understand and follow the provision's safeguarding procedures. The childminder improves her provision. For example, she has implemented advice that has helped her to enhance the way that she teaches children to understand and talk about their feelings. The childminder minimises hazards in her home and on outings to provide safe places for children to explore.

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Quality of teaching, learning and assessment is good

The childminder and her assistant make regular observations of children's learning. They accurately assess children's progress and development. The childminder takes account of what she knows about children's interests when she sets out toys and plans activities. This helps to promote children's participation and learning well. Children learn to link sounds with written letters because they regularly take part in games that help them to match the shapes and say the sounds. The childminder and her assistant skilfully incorporate numbers and counting into activities and daily routines. For example, they count how many balls children succeed in throwing into the big bowl.

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Personal development, behaviour and welfare are good

The childminder and her assistant understand how children learn. Children choose freely from a wide range of accessible resources, and this helps to promote their independence. Children follow well-established routines. For example, when they all get ready to walk to the park they stand calmly next to the stone pigs near the front door until everyone is outside and the door is locked. This helps to promote children's safety and they begin to develop confidence and self-control as part of a meaningful routine. Parents say that the childminder and her assistant are friendly and diligent. Parents welcome the daily sharing of information and this helps to promote continuity in children's care and well-being.

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Outcomes for children are good

Children are eager learners who acquire the skills and knowledge that prepare them well to start school. They begin to understand and can talk about how they feel. They know that other people have feelings. Children count as part of daily routines and begin to understand some of the purposes numbers are used for. They understand and use words, such as 'more' and 'less', when they talk about quantity. Children listen to stories with enjoyment. Older children ask and answer questions about what happens in stories. They begin to read written numbers and letters. Children understand why they must wear coats in cold weather and know that exercise helps to keep them warm.

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Setting details

Unique reference number EY494791 Local authority Stockport Inspection number 1030259 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 12 Number of children on roll 6

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Marple. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and holds an appropriate early years qualification at level 6. She provides funded early education for two-, three- and four-year-old children.

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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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