Collier, Caroline Mary

Inspection date 7 May 2019 Previous inspection date 8 July 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 Children's communication skills are well supported by the childminder. She clearly repeats words that young children are trying to say and supports older children to talk in longer sentences. n The childminder plans activities that build upon children's interests. She observes what the children play with and then interacts with them based on what they have chosen. Children make good progress in their learning and development. n Partnerships with parents are strong. The childminder gives regular feedback to parents about their child's learning and development. She informs them of what their child needs to learn next and gives them ideas on how they can help at home. She sends messages and photographs via her phone throughout the day so that parents can see the fun their children are having. n The childminder is kind, caring and patient with the children. She gives plenty of praise which helps build children's self-confidence and motivation. Children are well settled

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This provision is good

and have formed secure relationships with her. n The childminder has high expectations of behaviour. She uses a range of effective strategies to support children to resolve conflict and she gives clear explanations of why certain behaviours are not appropriate. This helps to develop children's understanding of rules well. She supports children to share resources and play alongside each other. n The childminder does not consistently use what she knows about children's individual next steps in learning to plan specific activities to help them to make even better progress. n The childminder has not established a highly focused plan of professional development to drive forward future improvements.

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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 planning of activities to use individual children's next steps in learning more effectively to help them to make even better progress n focus more precisely on developing a targeted programme of professional development that ensures the high-quality practice is sustained and improved upon.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors 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 in the household. n The inspector took account of the views of parents through written feedback provided and through spoken conversation. n The inspector spoke to children during the inspection.

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Effectiveness of leadership and management is good

The childminder understands the need to reflect upon her setting. She asks parents to give her feedback, all of which is highly complimentary. Parents are happy with the care and teaching that the childminder provides. The childminder regularly meets with a group of childminders where they discuss a range of topics, such as ideas to further support children's needs. Safeguarding is effective. The childminder has attended designated lead safeguarding training and has undertaken reading around wider safeguarding issues. She understands the procedure to follow if she has concerns about a child's welfare. She teaches children throughout their daily routines and play about how to keep themselves safe. For example, she talks about food being hot at lunchtime and not to put sand near their eyes.

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Quality of teaching, learning and assessment is good

The childminder offers opportunities for children to engage in a wide range of enjoyable activities. Children enjoy washing the horses in the 'stable' in the childminder's back garden and making sure they have water to drink. They enjoying bathing dolls with water and liquid soap. The childminder uses this as an opportunity to teach children about the needs of babies and how to care for them. This helps to develop their understanding, especially children with new siblings. The childminder offers opportunities for mark making and children enjoy using chunky crayons to create their own artwork. Music is regularly played in the setting and children join in with singing, clapping to the beat and joining in with actions. This helps children's communication and physical skills well.

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Personal development, behaviour and welfare are good

The childminder has created a homely welcoming environment which helps foster children's independence. She helps children to develop skills in caring for themselves, including feeding themselves, cutting up their own food and washing their own hands before eating. Children go to a range of places in the local community, including a local farm, the airport and a variety of restaurants serving food from around the world. This successfully supports children to understand about the world around them and to learn about similarities and differences between themselves and others. The childminder regularly meets up with a group of childminders at each other's homes. This helps children to develop firm friendships with other children and to develop dispositions and attitudes that they need for their future learning.

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Outcomes for children are good

Children are happy and well settled in the childminder's care. They enjoy completing shape jigsaws and trying to work out where each piece goes. They share books and enjoy using props to engage them further in the story. They use a range of natural materials, for example wooden rings and ribbon to thread and join them together. They enjoy exploring in sand. They are kind and caring to each other. Children make good progress and develop the skills needed for their future learning, including the move to nursery.

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Setting details

Unique reference number EY371525 Local authority Stockport Inspection number 10066066 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 - 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 8 July 2015

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Registers

The childminder registered in 2008 and has a relevant level 3 qualification. She lives in the Heaton Mersey area of Stockport. The childminder operates all year round, Monday to Friday from 7.20am to 5.30pm, 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

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Registers

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Registers

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Registers

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