Childminder in Stockport

Inspection date 28 November 2018 Previous inspection date 17 December 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 childminder supports children's communication skills effectively. She engages children in conversation, encouraging them to talk about what they are doing. For example, children describe what they are painting. During snack time children engage in lengthy conversations about the foods they are eating and what is happening at home. n Children learn about respect and being kind to each other. The childminder reminds them about using good manners and playing cooperatively. Children happily share the resources, include each other in their independent play and behave well. n The childminder routinely observes children's play and identifies their emerging skills and interests. She writes individual plans to support what they need to learn next. She incorporates this into children's chosen play and the activities that she offers. Children make good progress in their learning and development. n The childminder reflects well upon her practice and setting, and makes appropriate

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This provision is good

changes. For example, she has recently made a decision to use an online system to monitor and assess the progress made by children. n The childminder is calm and patient. She offers consistent praise and encouragement, which helps to build children's self-esteem and confidence. n The childminder supports children to learn about similarities and differences between themselves and others. For example, she teaches them words from her own home language of Spanish. n The childminder does not consistently support children to work out simple problems for themselves. n The information gathered by the childminder, about children's learning that happens at home and at other settings that they attend, does not fully support continuity for children's development.

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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 improve teaching to consistently support children to work out simple problems for themselves n gather more detailed information about children's learning from parents and other settings that children attend, to further enhance continuity for children's development.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living and working in the household. n The inspector took account of the views of parents through written feedback provided. n The inspector spoke to children at appropriate times.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands how to assess risk in her environment and she helps children to understand how to recognise danger themselves. For example, they discuss how to keep safe around fire. The childminder has a good understanding of child protection issues and the procedures to follow if she has a concern about a child's welfare. She has attended designated lead safeguarding training for those who work with assistants and has disseminated information back to her assistants. She monitors the practice of her assistants regularly. The childminder keeps parents informed of their child's day through discussion and photographs sent via her phone. She has regular meetings to inform them of the progress that their child is making. Parents are complimentary about the childminder. They comment that she is caring, kind and that their children enjoy going to her setting.

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Quality of teaching, learning and assessment is good

The childminder supports children to engage in imaginative play and sensitively joins in to extend their learning. For example, when children request further resources to complement their play with 'babies', the childminder becomes a shop keeper selling baby merchandise. Children are encouraged to count items in order to pay for them. This effectively supports their mathematical development. The childminder also supports children to think about colour through their play and daily routines, and they enjoy activities that involve mixing colours. The childminder supports children's early writing skills. She offers plenty of opportunities to support children to enjoy making marks. For example, children enjoy painting using brushes and straws. Younger children enjoy the sensory experience of painting their hands and making handprints.

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Personal development, behaviour and welfare are good

The environment that the childminder has created is welcoming and stimulating. She cares for children in a large, bright basement where toys and resources are stored at children's height and are easily accessible. This helps children to make choices about their own play and supports their independence well. Children learn about leading healthy lifestyles. The childminder provides healthy nutritious meals, such as lentils. Children enjoy a variety of fruit at snack time where they discuss the different fruits they like to eat and how to look after their teeth. They have regular access to play in the garden, soft-play centres and they attend toddler groups. This helps children to develop their physical skills and social skills.

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Outcomes for children are good

Children are happy, settled and have formed strong attachments with the childminder and other children who attend. Young children enjoy exploring the environment and playing with a range of materials in treasure baskets. Older children lead their own play, they make up their own imaginative stories and gather resources as they need them. They enjoy singing nursery rhymes and playing with trains. They tidy-up the environment when they have finished playing, are polite and happily help the childminder when asked. Children make good progress and develop skills which support them to be well prepared for their future learning and in readiness for school.

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Setting details

Unique reference number EY382186 Local authority Stockport Inspection number 10069797 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 1 - 3 Total number of places 12 Number of children on roll 8 Date of previous inspection 17 December 2014

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Registers

The childminder registered in 2008 and lives in Stockport. She sometimes works alongside assistants. The childminder holds an appropriate childcare qualification at level 3. She operates all year round from 8am until 5.30pm, Tuesday to Friday, except for bank holidays and family holidays.

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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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