Childminder EY472448

Inspection date 6 December 2018 Previous inspection date 26 June 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 builds strong partnerships with parents. The childminder and parents share a wealth of information daily, such as, children's care routines and achievements. This helps to promote continuity of care and learning for children. Parents are very complimentary about the childminder and comment that she goes over and above her role. n The childminder provides children with many opportunities to mix and play with other groups of children. For instance, she regularly meets up with other childminder's and children and they attend playgroups and outings together. This helps to build on children's good social skills further. n Observations and assessments are completed regularly and they are accurate and concise. The childminder has a good understanding of what children need to learn next and this helps her to plan effectively. Children make good progress in all areas of learning. n Children form lovely close relationships with the childminder. They are extremely

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This provision is good

confident in her home and enjoy her many interactions. They tell the childminder often, that they like her and seek her out to share experiences. n The childminder acts as a positive role model and has clear expectations for children's behaviour. She teaches children to be kind and considerate towards each other and she helps them to express their feelings appropriately. Children behave well in relation to their age. n The childminder does not consistently use her knowledge of children's interests to build on and support children's motivation and learning even further. n The childminder's professional development plans are not sharply targeted to help to raise the quality of teaching to a higher level.

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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 focus teaching more consistently around children's interests and help them to become even more motivated to learn n target the programme of professional development more sharply and help raise the quality of teaching to a higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's interactions with children during activities and free play. She assessed the impact this has on children's learning. n The inspector observed a planned activity and jointly evaluated the teaching with the childminder. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. n The inspector viewed a range of documents and checked evidence of the suitability of adults living on the premises. n The inspector viewed written feedback provided by parents prior to the inspection and she took account of their views.

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Effectiveness of leadership and management is good

The childminder has high expectations for the future quality of her provision and she makes changes on a regular basis. For instance, she has recently made significant improvements to her outdoor area. This helps children of all ages to access further learning opportunities outdoors. The childminder seeks the views of parents and their contributions are valued. For example, parents suggestions for communication methods are implemented. Safeguarding is effective. The childminder is vigilant and committed to keeping children safe. For instance, she teaches children with food allergies how to keep themselves safe, using play foods and games. As a result, children learn to understand, articulate and manage their allergies from a young age. The childminder has a strong knowledge of child protection issues. She is alert to the signs of abuse and neglect and understands how and when to report concerns.

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Quality of teaching, learning and assessment is good

The childminder supports children's communication and language skills effectively. For example, she speaks slowly and leaves plenty of time for children to think and respond to questions. Children enjoy participating in creative activities, for instance, decorating Christmas baubles. They hold the baubles carefully as they add paint, glue, glitter and sequins. This helps children to develop their physical skills, in particular their finger muscles. Children delight when listening to stories with the childminder and they are eager to join in. The childminder encourages children to point at the pictures and share their thoughts. This helps children to develop their early literacy, listening and attention skills further.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming and homely environment. Children access a range of good-quality toys and resources and the childminder adds to and changes these on a regular basis. The childminder supports parents to establish consistent routines at home. For example, she provides parents with advice on sleep routines and how to deal with children's fears around bedtime. This helps to support children's emotional and physical well-being. The childminder is enthusiastic and praises children's achievements. For instance, she regularly uses positive phrases, such as 'wow' and 'well done'. Children smile with delight and are proud of their achievements. They show good levels of self- esteem.

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Outcomes for children are good

Children spend long periods of time concentrating during planned activities, in relation to their age. They develop particularity good mathematical skills. For instance, two-year-old children enjoy measuring the length of each other's arms. They use mathematical language to describe the size, such as 'long' and 'bigger'. They enjoy making comparisons between size and testing out their predictions. Children develop the skills required for school, when the time comes. For example, they are interested in making marks using pens and they recognise some letters displayed around the childminder's home.

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Setting details

Unique reference number EY472448 Local authority Stockport Inspection number 10069021 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 2 - 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 26 June 2014

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Registers

The childminder registered in 2013 and lives in the Edgeley area of Stockport. She operates from 7.15am until 6pm, Monday to Thursday, all year round, 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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