Childminder EY541921

Inspection date 28 February 2019 Previous inspection date 11 May 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 has worked hard to address the issues raised during the last inspection. He works well with his assistants and monitors their practice effectively. He provides opportunities for them to build on their existing skills and knowledge. This helps to enhance their good teaching. n The childminder is ambitious for what children can achieve and monitors their development closely. He uses pertinent information gathered to plan appropriate activities to support children's next steps in their learning. n The childminder supports children who require additional support well. He quickly identifies where they are at risk of falling behind. He works closely with other professionals and promptly puts effective measures in place to help them achieve. As a result, all children including those who need extra help make good progress. n The childminder and his assistants provide a warm, welcoming environment. The

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This provision is good

consistent routine helps children to settle quickly and feel secure. Parents report that children enjoy their time at the childminder's and look forward to attending. n Children have good opportunities to develop their early mathematical skills. For example, during a baking activity, children explore shapes and count as they scoop ingredients into the bowl. Older children begin to explore simple measurements as they weigh flour. They estimate how many more scoops they need to add to the scales. n Although the childminder evaluates his provision, he does always effectively gather the views of parents to support him with this process. n Occasionally, group activities are not organised in the most effective way. As a result, some children lose focus and concentration.

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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 build on systems for evaluating the provision further so that they effectively include the views of parents n refine the organisation of group activities to ensure that children maintain their focus and concentration.

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What the setting needs to do to improve further

Inspection activities n The inspector interacted with children and assistants at various points during the inspection. n The inspector observed the quality of teaching, evaluated an activity with the childminder and discussed the impact on children's learning. n The inspector examined a sample of relevant documents and evidence of suitability of people living in the household. n The inspector discussed children's learning and progress with the childminder and assistants, including their next steps and children's interests. n The inspector had a tour of the childminder's home. She looked at the range of resources available for children's use. n The inspector looked at parents' written testimonies and took these into account.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and his assistants have a secure knowledge of the potential signs of abuse and clearly describe the procedures to follow if they have concerns about children. They ensure that their knowledge is kept up to date. The childminder completes assessments of his premises to minimise risks to children's safety. This further supports him to keep children safe. The childminder is passionate about his provision and regularly evaluates his practice. He proactively seeks further training and uses the knowledge he gains to enhance the children's learning experiences. For example, following recent training, he provides increased opportunities for children to develop their own creative ideas through art media. Overall, the childminder has developed good relationships with parents. They value the daily information that they receive about their children's time at the setting and are kept well informed of the

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Effectiveness of leadership and management is good

developmental progress that their children make.

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Quality of teaching, learning and assessment is good

Overall, the childminder and his assistants support children's learning and development very well. Assistants provide an exciting narrative as younger children eagerly explore rice. They introduce descriptive language, such as 'cold' and 'wet' to describe texture. This supports children's early language development. As children make biscuits, they begin to learn that materials change over time. For instance, they observe that flour becomes sticky when they add water. Children have frequent opportunities to be active. Younger children enjoy joining in with action rhymes and are fascinated while banging on pans as they explore different sounds. Older children jump enthusiastically as they pretend to be superheroes, and relish the challenge of using crates in the garden.

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Personal development, behaviour and welfare are good

The childminder and his assistants are positive role models. They are respectful to children and genuinely value their opinions. This is illustrated when they ask children to vote on which fruit to serve for snack time. They offer encouragement and patiently wait for children to respond and share their views. This helps to build children's confidence. Children gain a good understanding of the importance of adopting a healthy lifestyle. They discuss the importance of washing their hands before eating and after messy play. Children show kindness to each other and behave well. For example, older children help younger children to scoop flour back into the container. They make space for their friends to sit down. The childminder supports children to respect difference in others. For instance, as children enjoy playing with small-world figures, he encourages them to talk about their families. He plans activities to help children explore celebrations in other

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Outcomes for children are good

Children are developing the skills they need for their next stage of learning. Younger children enjoy making marks with creative materials. They gain a good awareness of how books work as they turn the pages. Older children begin to learn that written words have meaning. This is demonstrated when assistants model writing children's names on their pictures. Children confidently interact with visitors and share toys with them.

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Setting details

Unique reference number EY541921 Local authority Cheshire East Inspection number 10084947 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 - 4 Total number of places 18 Number of children on roll 25 Date of previous inspection 11 May 2018

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Registers

The childminder registered in 2017 and lives in Macclesfield, Cheshire. He works with up to two assistants at any time. The childminder operates all year round, from 7am to 7pm on Monday to Friday, except for family holidays. He provides funded education places 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

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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