Childminder EY338242

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are extremely happy and form exceptional relationships with the childminder. The childminder has previously cared for the children's older siblings and her extremely attentive approach and knowledge of the families mean that children develop a very strong sense of security and belonging. Parents are delighted with the service she provides and comment on the homely and caring environment. They praise the variety of activities provided and appreciate the importance of these experiences in preparing children for school.

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The provision is good

The childminder has a very good understanding of how children learn. She uses her expertise to ensure children are provided with good-quality learning experiences. As a result, children are highly motivated and engage fully in the enjoyable and interesting activities that the childminder plans for them. Children benefit from a range of outings in the local community to extend their knowledge of the wider world. For example, they visit the local park to observe the heron on the water and to feed the horses in the field. Children participate in many activities to celebrate festivals from around the world, such as visiting the local church with food parcels to celebrate Harvest Festival and making apple prints for the celebration of Rosh Hashanah.

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The provision is good

The childminder has high expectations of children and gives gentle reminders to guide their behaviour. Children behave very well and relish the opportunity to help the childminder with daily tasks, such as tidying away activities and wiping tables.

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need to do better?

n Partnerships with parents are excellent. The childminder keeps parents fully informed of their children's progress and excels in sharing her knowledge and experience. For example, parents are provided with detailed daily activity plans, communication diaries and photographs. Furthermore, the childminder shares resources for families to enjoy at home and gives regular face-to-face feedback. n The childminder provides a wide range of resources that encourage children to develop their creative skills. For example, children use glue spreaders, cardboard tubes and coloured tissue paper to make imaginary binoculars as they look for hidden toy animals around the childminder's home. The childminder supports their identified next steps in language development and introduces new words into their growing vocabulary, such as 'camouflage' and 'colourful'. n Children's own work is proudly displayed around the environment. This helps to

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need to do better?

support them in developing a sense of pride and in being valued. Children demonstrate their motivation and high self-esteem as they explore their surroundings with interest. n The childminder uses a good range of observations that feed into regular and

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need to do better?

2 October 2019 clear assessments that support children's next steps in learning. The childminder promotes a positive attitude to learning as she encourages children to keep trying and practising their skills. For example, she reminds children not to give up when tasks need completing and offers an abundance of praise to support their persistence. n Children's physical health and well-being are supported well. The childminder provides healthy, nutritionally balanced meals and snacks that children enjoy. The childminder uses mealtimes to promote the importance of eating healthily. Children confidently talk about how strawberries and blueberries are full of goodness. Children have regular access to fresh air and physical activity in the childminder's large garden and enjoy regular walks to areas of interest. This helps to promote children's awareness of the importance of a healthy lifestyle. n The childminder is extremely keen to support children's emotional well-being.

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need to do better?

She helps children to develop an understanding of their emotions and feelings. The childminder expands on this as children get older; she discusses the impact of their words and actions on others. This helps children to learn about consequences and taking responsibility. n The childminder regularly reads books to children and welcomes their comments as they enjoy the story. She plans activities and participates in discussions that help children to respect people from different backgrounds and cultures and to appreciate diversity. n The childminder completes mandatory training and is taking steps to develop her provision, such as networking with other childminders to share good practice. However, she does not give enough consideration to her professional development to further develop her early years knowledge, teaching and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding policies and procedures are implemented effectively. The childminder uses these to underpin her robust knowledge and practice, to protect children from harm. She understands how to promptly identify and act on any concerns that a child may be abused or neglected. Training on wider safeguarding issues, such as the 'Prevent' duty, enables her to safeguard children from extreme views and behaviours. The childminder completes regular risk assessments and ensures that children's safety is a priority.

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should:

n explore ways to engage in professional development opportunities that focus more precisely on further developing knowledge and skills and raising the quality of teaching to an even higher level.

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Setting details

Unique reference number EY338242 Local authority Stockport Inspection number 10071295 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 to 4 Total number of places 6 Number of children on roll 2 Date of previous inspection 19 January 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Stockport. She operates all year round from 7.30am to 5.30pm, Monday to Wednesday, except for 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 The inspector took into consideration parents' views through the written feedback provided. n The childminder and the inspector completed a joint evaluation of an activity. They observed the quality of teaching and the impact this has on children's learning. n The inspector observed interactions between the childminder and children present. She held discussions with the childminder about how the early years curriculum is organised.

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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

2 October 2019 2 October 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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