Ewbank, Sally

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder is enthusiastic and committed to providing children with high- quality early years experiences. She offers personalised settling-in procedures for each child. The childminder also gathers important information from parents about their child's care routines, individual cultures and previous learning when they first start. This helps the childminder to ensure that children settle quickly in her care and are ready to learn. Children are happy and play very well together. They freely access what they would like to play with from the extensive range of toys and resources that the childminder has chosen to support their learning across all areas of the curriculum. The childminder uses her knowledge of children's next steps in learning and good teaching skills to promote their development as they play. She eagerly joins in and enhances children's play. However, occasionally, the childminder does not support children's developing problem-solving skills

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The provision is good

effectively. Children enjoy playing outside in the well-resourced garden. They hunt for bugs under stones and logs. Children use the knowledge they have acquired previously to decide which bugs they have found, using words such as 'spider', 'centipede' and 'woodlouse'. The childminder is a good role model. She encourages children to develop friendships and to treat each other with kindness and respect. For example, she reminds children to say 'please' and 'thank you' as they play simple games together. Children understand the high expectations that the childminder has for their behaviour and behave very well for their age.

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need to do better?

n The dedicated childminder evaluates the quality of the service she provides. She considers the views of parents and children when making changes to her provision. The childminder completes a wealth of training and research that enables her to develop her knowledge and skills further. For example, research and training in how children develop their communication skills has been used to support children's developing language effectively. This also helps the childminder to identify where some children may need extra help and support. n The childminder observes children as they play and accurately assesses what they can do. She uses this information, along with her understanding of children's interests, to plan a rich and varied curriculum that motivates children in their learning. The childminder carefully monitors children's learning and quickly identifies any gaps in their progress. She swiftly implements plans to

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need to do better?

ensure that children receive the support they need to make good progress. n Overall, the childminder supports children's language skills well. She talks to children about what she can see them doing and encourages them to enter into conversations. The childminder introduces new words during her conversations with children. For example, she uses the word 'excavate' when describing what 'digger' trucks do. The childminder asks thought-provoking questions during

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need to do better?

25 September 2019 children's play. However, she does not consistently give children enough time to think, respond and develop their problem-solving skills before offering her support. n Children enjoy sharing books and snuggle up close to the childminder as she reads their favourite stories. Children confidently talk about the pictures and predict what they think will happen next. n The childminder provides children with opportunities to develop mathematical skills, such as counting, recognising shapes and measurement. Children confidently recognise numbers as they play a simple game. They learn about differences in size. For example, children compare the different lengths of train track they each build and state which is the longest. n The childminder works in close partnership with parents and any other settings that children attend in order to ensure continuity in children's experiences. She uses a variety of strategies to ensure that parents are well informed about their

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need to do better?

child's progress. Parents receive ideas and suggestions as to how they can best support their child's development at home. Parents speak very highly of the care the childminder provides. n The childminder plans a wide range of trips and outings that enrich children's experiences. For example, children eagerly relate their experiences of going inside an aeroplane during a visit to the airport. They remember the sights and sounds with enthusiasm and talk about where they believed the aeroplanes to be going.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role in ensuing children are safe. She can identify the signs and symptoms that might indicate a child is at risk of harm. The childminder ensures that she keeps her knowledge up to date. She understands the procedures to follow should she have any concerns about a child's welfare. The childminder ensures that her home remains a safe place for children to play, and she teaches children to be mindful of their own and each other's safety.

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should:

n recognise and consistently extend opportunities for children to explore their ideas and solve their own problems as they play n provide children with enough time to think, respond and show what they can do and understand when challenging them in their learning.

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Setting details

Unique reference number EY546289 Local authority Stockport Inspection number 10104950 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 2 to 10 Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Cheadle. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector held discussions with the childminder and spoke with children at appropriate times during the inspection. She looked at relevant documentation and evidence of the suitability of persons living on the premises. n A joint evaluation of an activity was completed by the childminder and the inspector. n The inspector observed the quality of teaching and the impact this has on children's learning. n Parents' views were taken account of through written feedback provided. n The inspector observed interactions between the childminder and children present.

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Inspection activities

We carried out this inspection 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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Inspection activities

25 September 2019 25 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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