Childminder EY289259

Inspection date 11 June 2019 Previous inspection date 6 November 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 are treated with warmth and kindness and form strong attachments with the childminder. The childminder is patient and gives children the time and space that they need to process their thoughts. This helps them to feel safe and emotionally secure. n The childminder offers high levels of praise and encouragement consistently. This helps children to grow in confidence and has a positive impact on their self-esteem. n The well-qualified childminder observes children's play. She uses guidance and her experience of working with children to identify what they need to learn next. She uses this to plan activities that children enjoy. Children make good progress in their learning and development. n Communication skills are promoted effectively by the childminder. She engages children in plenty of in-depth conversations which support children to talk about their own ideas. She repeats vocabulary and uses a range of strategies to help children who need

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This provision is good

extra support when speaking. n Effective partnerships have been formed with other settings that children attend and with a range of different professionals involved in children's care. For example, the childminder uses guidance from agencies, such as speech and language, to adapt her teaching to support children with special educational needs and/or disabilities. She meets with school teachers to share information about the children. This helps support continuity in children's understanding, learning and development. n Sometimes, during child-initiated play, the childminder does not use what she knows about the children to further challenge them, to help them make even better progress. n The childminder has not established a highly focused programme 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 enhance teaching skills during child-initiated play to further challenge and support children to make even better progress n focus more precisely on developing a targeted programme of professional development, to ensure that the high-quality practice is consistently 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 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 children and parents through written feedback provided. n The inspector spoke to children during the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection and an awareness of wider safeguarding issues. She knows what action to take should she have concerns about a child's welfare. Overall, the childminder reflects on her practice and makes changes to support the different needs of the children. She involves parents and children. Children write that she is kind. She keeps herself updated on new guidance and attends mandatory training as required. The childminder has formed excellent relationships with parents. She keeps them regularly updated on their child's day, using discussion and photographs via her phone. She readily talks to them about their child's progress and discusses strategies to help address gaps in children's learning. Parents report that the childminder creates a safe, calm environment that helps children develop and grow into confident, well behaved and kind children.

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Quality of teaching, learning and assessment is good

The childminder plans adult-led activities which she adapts effectively for the different needs of the children in her care, overall. For example, children enjoy joining in with matching lotto games. They match pictures of farm animals or identify corresponding written labels. The childminder encourages children to listen carefully to descriptions of animals to try and identify the correct animal. This helps promote children's listening and concentration skills. The childminder incorporates mathematics into children's play. For example, they count, identify colours and move their bodies high and low. This helps support children's mathematical understanding effectively. The childminder provides sensory opportunities for children to engage in. For example, children enjoy playing in water and they use farm animals to crunch cereal and listen carefully to the sounds they make.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming homely learning environment with a good range of toys and resources that are presented at children's height. This helps to give children the freedom to make choices over their own play and promotes their independence. Children are encouraged to follow good hygiene routines and develop their self-care skills. The childminder takes children to regular groups within the community. For example, they attend a regular cheerleading session and they enjoy going to a familiar soft-play centre. This helps promote children's physical development and supports them to build friendships with other children.

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Outcomes for children are good

Children are happy and well settled in the childminder's home. They spend time laughing and playing games, such as hide and seek. Children learn about similarities and differences between themselves and others through their daily play and experiences. They are well behaved and show care and consideration for each other. Children enjoy looking at books and especially enjoy their 'memories book'. They look at photographs of themselves and talk about their experiences. All children make good progress from their starting points. They develop the key skills they need in preparation for the next stages in their learning and in readiness for school.

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Setting details

Unique reference number EY289259 Local authority Stockport Inspection number 10066057 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 3 - 11 Total number of places 6 Number of children on roll 7 Date of previous inspection 6 November 2015

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Registers

The childminder registered in 2004 and lives in Heaton Chapel, Stockport. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education 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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