Childminder EY498246

Inspection date

Previous inspection date 19 April 2018 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children play happily in the childminder's welcoming and well-equipped home. Relationships between the childminder and children are good and children show that they feel secure.  The childminder demonstrates her commitment to providing the best possible care and learning for children. She implements what she learns at training events and keeps up to date with changes to requirements. As a result, her provision continually improves.  Partnerships with parents are effective. Parents say that the childminder works in partnership with other settings that children attend. Parents feel well informed about activities and children's progress. They comment that children look forward to attending the childminder's provision.  The childminder promotes children's early reading well. For example, children eagerly complete jigsaws that spell out simple words. They use their emerging knowledge to blend the letter sounds and read the words.

p.1

It is not yet outstanding because:

 The childminder does not always fully identify what children need to learn next as precisely as possible.  On occasion, the childminder's organisation of adult-led activities does not fully promote children's independence when they learn and practise new skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 make the most of what is known about individual children's achievements so that teaching focuses even more precisely on what they need to learn next  improve the planning for adult-led activities that helps to encourage children to work independently.

p.2

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.  The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children.  The inspector took account of the views of parents and carers.

p.2

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 knows what she must do if she is concerned that a child may be at risk of abuse or neglect. The childminder evaluates and improves her practice. For example, she wanted to make her systems for observing and assessing children more effective. She explored a range of formats and incorporated some aspects of them into her own practice. One outcome is that the childminder now spends less time writing about children and more time interacting with them. The childminder identifies and minimises hazards in her home to provide a safe environment for children to explore.

p.3

Quality of teaching, learning and assessment is good

The childminder accurately assesses and regularly checks children's progress. She plans interesting activities that promote their progress. For example, children use their own ideas to build small-world scenarios with interlocking bricks. They create stories for the characters they invent and this helps to promote their early literacy. Children's physical development is promoted effectively. For example, children enthusiastically knead freshly mixed modelling dough. This helps them to develop strength and dexterity in their wrists and fingers. Children learn to count and use numbers. For example, they count how many word jigsaws they have completed and calculate who has done the most.

p.3

Personal development, behaviour and welfare are good

The childminder is a calm role model who demonstrates that she enjoys children's company. Children learn to share toys and work together. The childminder encourages children to follow consistent routines. For example, they know that they must tidy away the toys before a new game begins. The childminder teaches children to make healthy choices. For example, they drink more water when the weather is hot and know why this is important. Children learn to be safe. For example, they know why they must not pour the hot water out of the flask into the modelling dough mixture. The childminder implements robust policies and procedures that help to promote children's welfare.

p.3

Outcomes for children are good

Children acquire the skills, knowledge and attitudes to learning that prepare them well to start school. They continuously acquire new vocabulary in the context of interesting activities and conversations. For example, children learn and remember the words 'cream of tartar' when they follow pictorial instructions for making modelling dough. Children can read and write their names. Overall, children think about and solve problems well. For example, they try out different ways to keep the small-world crocodile safely away from the other animals.

p.3

Setting details

Unique reference number EY498246 Local authority Stockport Inspection number 1041210 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 4 Total number of places 6 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016 and lives in Bramhall. She operates from 7.45am to 6pm, Monday to Friday, term time only.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5