Squires, Suzy Danielle

Inspection date 23 November 2018 Previous inspection date 14 August 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The experienced childminder develops strong partnerships with parents. She provides them with a wealth of information about their children's welfare, learning and development. The childminder encourages parents to share regular information with her, so children learn according to their own interests and needs. n The childminder successfully supports children to develop speech and physical skills and they enjoy music themes and action songs. As children enthusiastically play their instruments, the childminder teaches them opposites, such as 'soft and loud', 'fast and slow', 'big and little'. n The childminder implements effective procedures for settling-in new children. For example, she sends home a diary for parents to complete a week before children start so that she is well prepared and well informed for their first day. This helps children and parents to feel safe and secure. n Children understand routines and expected behaviour. They follow instructions and wait

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This provision is good

patiently for their snack. During play and activities, the childminder prompts children to take turns and share their toys. This assists children to build upon their range of social skills. n The childminder does not always offer children the chance to play outside, particularly in the colder months. Consequently, children who prefer to learn outdoors are not provided with every opportunity to enhance their learning. n The childminder misses some opportunities to inspire children to be independent. For example, at lunch and snack times children are not always offered the possibility to do things for themselves.

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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

n enhance even further the opportunities children have to access the outdoors, so those who prefer to learn outside experience the very best learning opportunities n develop how to promote children's independence even more successfully during daily routines.

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What the setting needs to do to improve further

Inspection activities n The inspector took a tour of the setting and considered the learning environment. n The inspector observed a planned activity and assessed the quality of teaching. n The inspector interviewed the childminder and discussed her evaluation of the provision. n The inspector viewed documents relating to the assessment and monitoring of children. n The inspector considered the views of parents by reading a selection of their comments and testimonials.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder puts good measures in place to keep children safe. She knows how to identify signs and symptoms of abuse and how to report concerns about a child or adult. The childminder monitors children's progress effectively. She ensures that parents are involved in the assessment of their children and together they set targets for the children's future learning. This means children experience consistency in their learning and development at home and with the childminder. The experienced childminder assesses herself regularly and accurately identifies her strengths and areas for development. Although she finds formal training difficult to access, she ensures her knowledge is up to date by conducting her own research, attending forums and sharing information with other professionals. She regularly reviews policies and procedures and makes certain she keeps abreast of changes in legislation.

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Quality of teaching, learning and assessment is good

The childminder teaches skilfully. She harnesses children's play to help them think about size and colours. She supports them to learn new vocabulary and to consider about how families might be formed. During play with animal figures, children learn that a family of elephants is called a herd and they talk about the differences between sea and land creatures. Young children identify that squid live in the sea. The childminder understands how children learn. She uses her knowledge to reflect on the activities she provides and how to enhance them in the future. As children think about the resources that they would like to play with, the childminder stimulates their recall skills when they discuss which toys are in the various boxes.

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Personal development, behaviour and welfare are good

The childminder's homely environment is warm and welcoming. Consequently, children form good attachments with her and they play happily in their surroundings. The childminder develops good relationships with local schools and uses these links to assist information sharing between parents and teachers. Children are well prepared for school because the childminder supports them to feel confident about their new adventure. For example, she reads books with children about going into Reception class, they visit schools and take part in transition days at local play centres. Parents report that they are very happy with the care and education provided by the childminder. They say the childminder helps children to develop skills in literacy and mathematics.

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Outcomes for children are good

Children progress steadily and work comfortably at the developmental stage expected for their age. Children enjoy drawing with coloured pencils and the childminder supports their writing skills with a good range of resources and skilful encouragement. For example, the childminder spells out children's names and the objects they are drawing as she writes the letters on their work. Children identify shapes and attempt to draw them. They demonstrate pride in the work they have done and enjoy receiving praise for their achievements. Confident children demonstrate friendliness and inquisitiveness in social situations. For example, they like to know the names of unfamiliar people and engage them in conversation.

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Setting details

Unique reference number EY377214 Local authority Bury Inspection number 10059984 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 6 Date of previous inspection 14 August 2014

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Registers

The childminder was registered in 2008 and lives in the Whitefield area of Greater Manchester. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder holds a childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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