Sachar, Vanessa

Inspection date 8 May 2019 Previous inspection date 13 April 2016

p.1

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

p.1

This provision is good

n The childminder provides an excellent balance of planned activities and free play that children enjoy. For instance, she captures children's curiosity and imagination using their favourite stories. The childminder plans activities that follow on from the stories and this helps to keep children motivated and engaged. Children thrive and they make very good progress in all areas of learning. n The childminder forms strong partnerships with parents from the start. She consistently gathers information that helps her to meet children's needs and ensures that she has an accurate view of children's development. Parents comment about how well the childminder uses her expertise to support them with issues at home, such as feeding and toileting advice. n The childminder places a strong emphasis on helping children to develop their speaking skills. For example, the childminder models clear language and children enjoy singing

p.1

This provision is good

songs and ryhmes. When children occasionally mispronounce words, the childminder very sensitively repeats the words back to children. This allows them to hear the correct pronunciation. n The childminder provides many opportunities for children to develop their already good social skills further. For example, she regularly meets with other childminders and their children. Together, they visit playgroups, craft sessions and local parks. n Children are confident. They express their interests and enjoy making choices and decisions. For example, the childminder asks children to vote for the story they would like to listen to first. This helps children to understand that their opinions matter and this also helps to promote turn taking and respect for others. n Sometimes, the childminder does not make the best use of opportunities as they arise in order to encourage children to use their thinking skills. n The childminder accesses all mandatory training and some other training opportunities.

p.1

This provision is good

However, she does not focus her professional development plan precisely enough to help her to develop her teaching skills to the highest levels.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n adapt teaching to provide more opportunities that help to promote children's thinking skills even further n focus plans for professional development even more precisely on helping to gain an expert knowledge of teaching and to raise the quality to a higher level.

p.2

What the setting needs to do to improve further

n The inspector observed the childminder's interactions with children during activities and free play. She assessed the impact these have on children's learning. n The inspector observed planned activities 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 and working on the premises. n The inspector viewed written feedback provided by parents prior to the inspection and she took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of child protection policies and procedures. The childminder works extremely hard to provide a high-quality provision for children and their families. She reviews her practice effectively and identifies areas to improve, seeking the views of parents. Parents are very complimentary of the childminder. For instance, a letter from a parent states 'we are thrilled at the care that the childminder provides'. The childminder monitors the work that her assistant undertakes and she ensures that her assistant understands and shares her high expectations. For example, she regularly explores her assistant's understanding of policies and changes in legislation, such as child protection. The childminder checks her assistant's ongoing suitability and offers her feedback on her practice.

p.3

Quality of teaching, learning and assessment is good

Children become engrossed as the childminder reads a story about three little pigs. They enjoy joining in with the words and actions, such as 'blowing the house down'. This helps to promote children's communication and language skills further. Children enjoy decorating a biscuit with tubes of icing. They persevere as they carefully squeeze the icing onto the biscuit and create patterns and facial features. This helps children to develop their finger muscles and helps to prepare them for early writing. The childminder observes children and completes regular and accurate assessments of their learning. She has an excellent understanding of what children need to learn next and she skilfully weaves learning into children's play. For example, the childminder supports children to recognise colours and count and compare sizes at every opportunity. Children enjoy learning and they are inquisitive. For instance, they want to find out more about

p.3

Quality of teaching, learning and assessment is good

what happens when colours mix together. The childminder helps children to explore the colours and this helps to extend their knowledge further.

p.3

Personal development, behaviour and welfare are good

Children share heart-warming relationships with the experienced childminder. The childminder's commitment to supporting children's emotional needs is clear and children enjoy many cuddles and hugs with her throughout the day. The childminder helps children to learn about diversity in a range of effective ways. For example, she provides a doll with hearing aids, sitting in a wheelchair. Children are curious and ask questions to find out more about disabilities. The childminder responds well and explains to children in an age-appropriate and respectful way. Children are aware of the similarities and differences between themselves and others. For instance, they talk about their eye and hair colour and comment 'we are all different'. Children's behaviour is good. They remind each other of the rules, such as to sit down when waiting for the childminder to bring their lunch. Children engage in regular positive hygiene routines, such as handwashing.

p.3

Outcomes for children are good

Children demonstrate good concentration skills. For example, they enjoy threading laces through holes in a card and they are delighted when they succeed. Children are already gaining some of the key skills to prepare them for school. For example, two-year-old children hear and say the initial sound in words, such as their names.

p.3

Setting details

Unique reference number EY346195 Local authority Stockport Inspection number 10073821 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 2 Total number of places 12 Number of children on roll 5 Date of previous inspection 13 April 2016

p.4

Registers

The childminder registered in 2007 and lives in Stockport. The childminder operates Monday to Friday from 7.30am until 5pm, all year round, except for bank holidays and family holidays. The childminder works with one assistant.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5