Stack, Lisa Marie

Inspection date 8 April 2019 Previous inspection date 27 August 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 knows children well. She has developed close relationships with them and their families. Children are self-assured and have a strong sense of belonging. n Children behave well given their young age. The childminder teaches children about the importance of being kind and considerate towards their peers. She discusses sharing, taking turns and good manners. Children are well-rounded individuals who show respect and tolerance to others. n Observations show a detailed picture of children's development and the progress they are making. The childminder tracks children's learning and quickly identifies any areas for specific support. n Overall, parental partnerships are good. The childminder communicates consistently with parents to ensure they are fully informed of their children's daily routine. The childminder encourages parents to share their children's achievements from home to fully support learning at her setting.

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This provision is good

n Partnerships with the local nursery school and other early years providers are strong. The childminder has clear strategies in place to support children's transitions to school and supports their emotional well-being very well. n The childminder completes regular reviews of her home and the service she provides to children. She seeks the views of parents and children to help her bring about change and make plans for enhancing the outcomes of children. n The childminder does not always share summative assessments and the progress check completed for children between the ages of two and three years with parents. n The childminder does not provide children with enough challenge to stretch their learning to the highest 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 refine the systems used for sharing the assessments of children's learning with all parents to ensure they are fully involved in their child's ongoing progress n strengthen teaching to fully support and challenge children's learning to the highest level.

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What the setting needs to do to improve further

n The inspector observed activities indoors and assessed the impact these have on children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection. She took into account the written views of parents. n The inspector toured the premises and checked the evidence of suitability for all adults living in the home. n The inspector viewed a range of documentation used by the childminder, including policies, procedures and children's records of learning.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has robust policies and procedures in place to support her in protecting children from harm. Detailed risk assessments of her home and places she visits with children further help her to keep children safe. The childminder has a comprehensive knowledge of the signs, symptoms and indicators of abuse. She is aware of what to do should she have any concerns about children's welfare and knows the referral procedure. Training sessions have helped to give the childminder a deeper understanding of more complex issues that may affect the children she cares for and of how children learn. Parental feedback is positive. Parents are aware of the childminder's responsibilities for supporting their children and the systems in place to protect them.

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Quality of teaching, learning and assessment is good

Children enjoy spending time with the childminder. She offers them exciting and interesting activities to engage in. Children have fun exploring a 'slime bath' of various colours. They talk about texture and colours, watching how the colours change as it moves. Younger children begin to explore how it feels in their hands, moving it between their fingers. The childminder uses descriptive language with children to support their speaking skills, such as 'cold', 'squishy', 'squelchy' and 'wet'. The childminder supports children's development of early mathematics. She helps them to explore length and height. Children use tape measures to evaluate who is the tallest and then show pride in arranging themselves and the childminder in ascending order of height. The childminder supports younger children to express themselves. She gives them good opportunities to make noises and encourages them to move their bodies to different rhythms. Children

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Quality of teaching, learning and assessment is good

show delight in banging pans and spoons together.

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Personal development, behaviour and welfare are good

The childminder offers plenty of opportunities for children to develop their independence. Children confidently help the childminder prepare for mealtimes. They tidy away their resources, clean areas and lay tables ready for meals. Children show their good coordination skills further when selecting and chopping fruits. Children's appreciation of the outside world is supported through indoor nature activities. Children investigate a nature box that includes toy insects, bark, logs, shells and stones they have collected on outdoor adventures. The childminder extends their learning by providing magnifying glasses for children to use and investigate their treasures. They recall their outings and where they found items, and talk about the fun they had. This supports children's well-being and emotional security.

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Outcomes for children are good

Children are motivated learners who enjoy being fully immersed in their play. They are eager to be involved in all activities and demonstrate good perseverance skills. Children delight in new experiences and display confidence in exploring and investigating. Children are learning the necessary skills required for the next stages of their learning and their eventual move to school.

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Setting details

Unique reference number EY419538 Local authority Manchester Inspection number 10064776 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 - 10 Total number of places 6 Number of children on roll 5 Date of previous inspection 27 August 2015

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Registers

The childminder registered in 2011 and lives in Manchester. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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