Childminder in Stockport

Inspection date 21 January 2019 Previous inspection date 6 October 2015

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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 is well qualified and proactive about continuing to increase her knowledge and understanding about how children learn. For example, she does much reading and self-reflection. Following this, for instance, the childminder improved children's access to loose-parts resources. This helps children to further develop their sensory and creativity play. n Children's independence is a key focus. For example, children are encouraged to set up their own activities. They have free access to the resources and equipment throughout the day. Children are eager to clear away their own activities before choosing something different to play with. Outcomes for children are good. n The childminder works closely with her assistant. She provides meetings so that her assistant is clear about children's next steps in learning and how to promote these. This also provides her assistant with the opportunity to discuss his training and any

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This provision is good

worries he may have. The childminder also cascades information gained through training so that both she and her assistant provide consistent care and learning. n The childminder includes the views of her assistant, the parents and their children in her self-evaluation processes. She uses this information to identify targets for continuous improvement that will benefit all children on roll. n The childminder does not consistently seek the highest level of detail from parents about what their child already knows and can do, prior to starting at the provision. n The assistant does not fully promote children's listening and understanding skills, particularly during story times.

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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 encourage parents even further to share information about what their child already knows and can do so that this comprehensive information can be used from the start n promote children's listening and understanding skills to the highest possible level.

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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 or working in the household. n The inspector spoke with the assistant and children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant attend child protection training. They know what to do should they have a concern about a child in their care. The childminder robustly checks all areas to ensure the indoors and outdoors are hazard free. This, and close supervision at all times, helps to keep children safe and well. The childminder provides parents with feedback about their child's next steps in learning. This helps to promote parents' confidence in supporting their child's learning at home. The childminder develops strong relationships with other providers, including the local schools. This helps to ensure continuity for children's care and learning between all parties.

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Quality of teaching, learning and assessment is good

The childminder has completed training in supporting children's learning in a forest environment. She takes children on a range of exciting outings that support children's interests. For example, as children explored and investigated the forest ground, they sought out coloured leaves and twigs. Children used tools, under close supervision, to whittle the bark from their twigs to make their own magical wands. They became engrossed in their imaginary play further as they found more resources to build their own dens. During such visits, children make marks in the mud and notice the changing weather and its effects on the plant life and trees. They seek out insects to look at more closely and talk about their findings with one another. During activities, the childminder and her assistant use a range of questioning techniques that help children to think and to solve their own problems. Children are encouraged to identify colour and shape, and

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Quality of teaching, learning and assessment is good

to count and calculate using natural resources. These opportunities help to promote a broad range of areas of learning for all children. The childminder and her assistant foster children's awareness of similarities and differences well. For instance, children play with a wide range of resources that depict positive images of diversity. They enjoy trying food from around the world and find out about different festivals around the calendar year.

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Personal development, behaviour and welfare are good

The childminder provides a broad range of healthy snacks and meals for children. She ensures that she acknowledges children's individual requirements and parents' preferences at all times. The childminder ensures that children are closely supervised in the garden and on outings as they take manageable risks in their play. Children enjoy being physically active as they visit soft-play venues. Here, they jump, climb, balance and crawl through tunnels with their friends. Children develop their awareness about a healthy lifestyle.

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Outcomes for children are good

All children progress well from their starting points. They demonstrate close emotional attachments with the childminder and her assistant. Children's self-confidence and self- esteem are high. They seek praise for their achievements, demonstrate good behaviour and have developed strong friendships with others. Children develop social skills through regular visits to the local toddler groups. They are developing the skills they need to move on to the next phase of their learning, including school.

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Setting details

Unique reference number EY364421 Local authority Stockport Inspection number 10092818 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 - 8 Total number of places 12 Number of children on roll 11 Date of previous inspection 6 October 2015

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Registers

The childminder registered in 2007 and lives in Marple, Stockport. She works with an assistant and operates all year round, from 7.30am to 6pm on Monday to Thursday, except for bank holidays and family holidays. The childminder holds early years teacher status. 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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