Childminder EY286632

Inspection date 1 July 2019 Previous inspection date 7 January 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 is calm, caring and patient with the children. Children readily go to her for comfort and support. She gives plenty of praise and encouragement, which helps to build children's self-confidence and self-esteem. n Effective monitoring of children's achievements helps the childminder to see what children need to learn next and identify any emerging gaps in their development. The childminder plans activities that build upon children's interests and needs. Children make good progress and enjoy the activities that she plans. n The childminder supports children's communication skills effectively. For example, she verbally labels simple objects to extend younger children's vocabulary and she repeats words that children say to her correctly. Older children engage in lengthy conversations and are encouraged to talk about their own experiences. n The childminder fosters children's independence skills well. She supports children to do

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This provision is good

things for themselves through role modelling and encouragement. For example, children eagerly feed themselves and practise drinking from non-lidded cups. The childminder has arranged the resources to support children to make choices about their own play and select the toys that they want to play with themselves. n The childminder has developed strong relationships with parents. She communicates effectively about their child's day in a variety of ways, such as communication books. She writes summaries to show the learning that has happened and what their child needs to learn next so that parents can help at home. Parents comment that their children really enjoy their time at the childminder's house and that she goes the extra mile to support them. n The childminder does not consistently use effective strategies to support children to think through simple ideas themselves in order to help promote problem-solving skills.

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This provision is good

n The childminder has not built effective partnerships with other settings that children attend in order to promote continuity for children's learning and development.

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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 strengthen teaching in order to consistently use strategies that encourage children to think through simple ideas themselves to help develop problem-solving skills n develop effective partnerships with other settings that children attend in order to promote continuity for children's learning and development.

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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 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

The childminder reflects well upon her setting overall. She asks parents and children for feedback in a variety of ways, such as questionnaires. The childminder keeps mandatory training up to date. She prioritises courses that will extend her own knowledge to help her to meet the needs of the children. For example, she has recently attended training to help her to support children's communication skills. Safeguarding is effective. The childminder has attended training that has developed her understanding of wider safeguarding issues. She understands the procedures to follow if she has concerns about a child's welfare. The childminder creates a safe environment for children to play. She considers potential hazards and takes steps to keep children safe when taking them on outings further afield, such as to the zoo.

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Quality of teaching, learning and assessment is good

Throughout children's play, the childminder reinforces mathematical concepts and vocabulary. For example, she reinforces the colour of the objects that children choose to play with. When playing with water and sand, the childminder uses the words 'fill', 'empty' and 'heavy'. This helps to develop children's mathematical understanding. Children delight in looking through magnifying glasses to find insects in the garden. The childminder uses this opportunity to talk about the different insects that they might find. They enjoy discussing the bee that they had previously helped to fly away. This helps to develop children's understanding of the world around them.

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Personal development, behaviour and welfare are good

The childminder teaches children about healthy lifestyles. Throughout their daily routines, the childminder supports children to have regular exercise, eat fruit and vegetables and have access to drinking water. The childminder takes children to a variety of places in the community, such as playgroups and parks. She plans activities that support children to develop self-care skills. For example, children happily bathe and dress dolls. They brush the dolls teeth and help to care for them. The childminder links their play to their own experiences of bath time. This helps children to understand how they can take care of their own personal needs. Through their play, the childminder supports children to think about how they can keep themselves safe. For example, when they put talcum powder on the dolls, she reminds them to keep it away from their eyes.

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Outcomes for children are good

Children build secure relationships with the childminder and each other. They play alongside each other, taking turns and sharing the equipment. They listen carefully and follow instructions well. They are well mannered, polite and behave well. They enjoy playing with cars and garages and throwing frisbees and balls. They practise key skills, such as putting on their own shoes and getting themselves changed after school. Children are making typical progress for their age and stage of development. They are learning the key skills needed for their future learning and the move to nursery and school.

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Setting details

Unique reference number EY286632 Local authority Stockport Inspection number 10106288 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 - 11 Total number of places 6 Number of children on roll 10 Date of previous inspection 7 January 2015

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Registers

The childminder registered in 2004 and lives in Reddish, Stockport. She operates all year round from 7am to 6pm, Monday to Wednesday, except 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

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

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