Childminder 306824

Inspection date

Previous inspection date 29 January 2018 21 February 2013

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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 quality of teaching is good. The childminder promotes children's learning through effective questioning and role-modelling skills. She motivates children to engage in activities and interacts with them as they play and focuses on their interests.  The childminder ensures that children are kept safe and protected from harm. A good range of policies and procedures supports her daily practice in maintaining a safe environment.  Regular tracking and monitoring of children's all-round development ensures that progress is maintained and any potential gaps in children's learning are identified quickly. As a result, children make good progress.  Strong relationships support children's emotional well-being and are used effectively to help promote independence. A warm, caring and nurturing environment helps children to develop secure attachments with the childminder.

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It is not yet outstanding because:

 The self-evaluation process is not robust enough to ensure areas for improvement are consistently actioned.  Although the childminder keeps up to date with mandatory training, she has not placed enough emphasis on undertaking other professional development to help build on her knowledge and skills even 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

 build upon the self-evaluation process to ensure all areas for improvement are implemented effectively to improve the outcomes for children  increase professional development opportunities that extend knowledge and skills, keep up to date with good practice and promote further the outcomes for children.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector held discussions with the childminder. She looked at relevant documentation, such as children's developmental records and evidence of the suitability of household members.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder understands the signs and symptoms of abuse and knows who to contact if she has concerns about a child in her care. Robust risk assessments cover all aspects of the childminder's provision, including activities outside the home. Partnerships with parents are strong. They contribute to starting point assessments and are kept informed about their child's current level of development and progress. Effective partnerships with other providers ensure a joint approach to children's learning. For example, daily communication and shared topics promote consistency in learning opportunities to build on children's knowledge and skills.

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Quality of teaching, learning and assessment is good

Children's language development is promoted well. The childminder talks to children constantly and repeats words back to them to help develop their understanding of pronunciation and the spoken language. Young children are introduced to mathematical concepts and positional language. For example, when building castles, the childminder challenges children about where they should place the blocks, introducing language, such as 'in front', 'behind' and 'in between'. Children explore and experiment with different resources, helping them to develop their curiosity. The childminder supports children well in developing new skills. For example, when introducing a new skill, she ensures children are focused and distractions are moved away. She then role models and talks children through the process before encouraging them to try. She uses positive praise to motivate them to try and when they master the skill independently.

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Personal development, behaviour and welfare are good

Children are supported to manage risks independently. Young children are taught about dangers to develop their understanding further. For example, when shoe laces come undone, the childminder explains and challenges children about what could happen if they leave them. Children's personal, social and emotional needs are well met. She takes children to activities at local community groups and meets with other childminders. These give children opportunities to engage with and build relationships with others and help to develop their understanding of the wider community. Children are provided with healthy snacks and drinks.

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Outcomes for children are good

All children make good progress. Young children are motivated and eager to join in with a range of learning opportunities. They are developing the skills and knowledge they need for the move to school. Young children can count and are developing an understanding of quantity. They are confident and explore their environment. Children have good self-care skills and manage their personal hygiene needs appropriately for their age. They are well behaved and have a good understanding of the expectations of the provision. For example, young children tidy away resources before getting out more and in preparation for snack times.

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Setting details

Unique reference number 306824 Local authority Stockport Inspection number 1063953 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 21 February 2013

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Telephone number

The childminder was registered in 1997 and lives in Cheadle, Greater Manchester. She operates all year round from 7.30am to 6pm, Monday to Friday, except for two weeks at Christmas, 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

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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