Luckett, Melissa Kim

Inspection date 2 May 2019 Previous inspection date 1 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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n The childminder works exceptionally well with her co-childminder to provide high levels of care. Children thrive at this setting and they show exceptionally high levels of confidence and self-esteem. n Secure partnerships with parents have helped to develop a shared approach to children's care and learning. Parents have access to an online system, where they can view information about their children's day and the achievements they have made. n The childminder and her co-childminder help children to develop their understanding of the diversity of people in their community. For example, they take children to visit the elderly residents in the local nursing home, where they enjoy singing rhymes. Children develop excellent social skills that prepare them well for future learning. n The childminder organises resources exceptionally well to enable children to easily access activities for themselves. Children develop strong independence and decision-

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This provision is good

making skills from an early age. n The childminder promotes children's safety and welfare to the highest level. For example, she talks to children about risks and hazards they encounter during activities. This helps children to take steps to keep themselves and others safe. n The childminder does not yet follow a targeted programme of professional development to strengthen her strong teaching skills even further. n Occasionally, activities led by the childminder do not have a strong enough focus on the learning they are intended to support, to help children to make the very best progress possible.

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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 develop further the arrangements for professional development to drive forward the quality of teaching even further n review the organisation of adult-led activities, so that these focus on the intended learning even more precisely.

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What the setting needs to do to improve further

n The inspector sampled a range of documentation, including children's development records and safeguarding policies and procedures, and checked evidence of the suitability of household members. n The inspector observed activities indoors and outside. She talked with the childminder, her co-childminder and children at appropriate times throughout the inspection. n The inspector reviewed an adult-led activity with the childminder. n The inspector took account of the views of parents, as given in their written feedback to the childminder.

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Effectiveness of leadership and management is good

The childminder is very organised, well qualified and professional. She maintains a range of required documentation to underpin her good practice. This helps to ensure the safe and efficient management of her setting. Safeguarding is effective. The childminder and her co-childminder keep their knowledge of child protection up to date. They know who to contact if they have concerns about the welfare of a child. The childminder has good arrangements in place to review the quality of her setting. She consistently seeks the views of her co-childminder and parents to set precise targets for improvement. This helps to build further on the good service she provides. The childminder has strong links with other professionals, including childminders and local schools within the area. She exchanges ideas and resources to enhance her already good practice.

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Quality of teaching, learning and assessment is good

The childminder observes children at play and makes accurate assessments of their achievements. She checks the progress children make regularly and carefully plans for what they need to learn next. Children enthusiastically explore blocks of ice and use and combine resources in different ways during their play. The childminder uses good teaching strategies to encourage children to think and work things out for themselves. For example, she gives children time to experiment using various methods to free items frozen inside the ice. Children use objects to break the ice and melt it with water. The childminder skilfully models mathematical language to support children's understanding of number. For instance, during water play, she encourages children to count, identify and match numbers.

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Personal development, behaviour and welfare are outstanding

The childminder has an excellent understanding of each child's individual needs. Children form exceptionally secure emotional attachments with the childminder and her co- childminder. They flourish at this remarkably child-centred setting and thrive on the first- rate support they receive. Children are highly confident to talk with visitors and show superb levels of self-esteem, for example as they introduce themselves to visitors when they arrive. The childminder captures children's views and focuses strongly on fulfilling their interests. For example, she provides a range of superb facilities and activities outdoors, which children say they 'like playing in best'. Children's physical health is very well supported and they enthusiastically take on new challenges. For instance, they confidently negotiate climbing equipment with very little adult support.

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Outcomes for children are good

Children become exceptionally independent from an early age. They take pride in doing things for themselves, such as putting on their own shoes and coats for outdoor play. Children show good concentration and focus during activities and they are eager to develop new skills. For example, they develop their emerging writing skills as they use pens and pencils to draw pictures and begin to write their names. Children make good progress from their starting points. They are well prepared for the next stages of their learning, including starting school.

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Setting details

Unique reference number EY457739 Local authority Stockport Inspection number 10072008 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 - 11 Total number of places 18 Number of children on roll 21 Date of previous inspection 1 October 2015

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Registers

The childminder registered in 2012 and lives in Great Moor, Stockport. She operates all year round, from 8am to 6pm, Monday to Thursday, except for family holidays. The childminder works flexibly with two other childminders. She holds a childcare 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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