Childminder EY422660

Overall effectiveness Good

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

p.1

The provision is good

The childminder teaches routines that communicate her high expectations for children's learning and behaviour, and children behave well. The childminder helps to promote this when she praises children for following her routines. For example, children, from a young age, wipe and blow their noses then dispose of the tissues hygienically, helping to keep everyone safe from infection. This encourages them to become helpful and confident members of the group.

p.2

The provision is good

Parents say that children talk 'with excitement and affection' about their time with the childminder. They say that children look forward to attending her provision. Parents feel encouraged to tell the childminder about children's experiences at home. This helps the childminder to further extend children's learning. In one instance, parents shared news about children paying for something in a shop for the first time. The childminder built on this. For example, she talked about how much money things cost. This helps children to understand the purposes that numbers are used for.

p.2

The provision is good

The childminder takes children on interesting outings. For example, they took part in a Halloween treasure hunt. This helped them to understand how to use a map to locate the treasure. The childminder teaches children about Halloween traditions in an age-appropriate way. This helps them to have fun. They demonstrate that they feel safe and happy.

p.2

need to do better?

n The curriculum is effective. It helps to prepare children for the next phase of their education and to become good citizens. The well-qualified childminder evaluates and improves her provision. For example, she changed her approach to planning the curriculum. As a result, her teaching takes more account of children's emerging interests. The childminder reduced the time that she spends on recording observations. This means that she has more time to talk and play with children. n Children demonstrate their knowledge and imagination when they pretend to cook. For example, children want to cook some eggs but the bowl will not fit into the microwave. They solve the problem by transferring the eggs to a pan and cooking them on the hob. The childminder reminds children to be careful because the pan will get hot. Her playful participation helps them to practise risk assessment and learn to cook safely. n The childminder and parents exchange wide-ranging information before children

p.2

need to do better?

start to attend the provision. This helps everyone to understand their role and responsibilities in making the partnership successful. Parents comment that children settle in quickly. They feel well informed about activities and children's

p.2

need to do better?

1 November 2019 progress. n The childminder teaches children about eating healthily. This is demonstrated when children want to divide and share out a toy pizza. The childminder says she would like one slice of pizza with some salad. Her skilful interaction helps children to learn that a varied and balanced diet contributes to their good health. n Children are eager learners who want to complete the challenges that they set themselves. For example, children decide to remove the paper sleeve from a crayon. The childminder offers just the right amount of help and support. This encourages children to keep on trying until all the paper is removed. The fiddly task helps to strengthen children's pincer grasp. n The childminder ably helps children to extend their vocabulary. For instance, children use tools to make holes in modelling dough and the childminder narrates their actions. This helps children to consolidate their understanding of

p.2

need to do better?

action words, such as 'twist' and 'push'. The childminder asks children many questions. However, some questions test but do not extend children's knowledge. Sometimes, the childminder's questions do not help children to demonstrate and deepen their thinking. n The childminder promotes children's early literacy. For example, they visit the library and borrow books and story sacks. The childminder teaches children about numbers. For instance, they learn that the spider that is running about in the toy box has eight legs. In a further example, children use a tape measure. The childminder helps them to notice the numerals written along it.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes training that updates her knowledge of local safeguarding procedures. She understands what she must do if she has concerns about a child's welfare. The childminder learns about 'Prevent' duty and teaches children values that help them to resist the influence of extreme views. The childminder identifies and manages risks to children's safety. For instance, she talks with children about the dangers of holding sparklers on bonfire night. She shares useful ideas and information with parents about handling sparklers safely. The childminder implements care routines that help her to promote children's welfare. For example, she obtains and keeps written permission from parents to administer medication to children.

p.3

should:

n strengthen questioning techniques further, so that children have even more opportunities to extend their knowledge and deepen their understanding.

p.3

Setting details

Unique reference number EY422660 Local authority Stockport Inspection number 10074704 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 23 March 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Stockport. Her provision operates from 7.15am to 5pm, Monday to Friday, term time only. The childminder holds a qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector and the childminder discussed planning for the inspection. This included the approximate times of activities and routines. n The inspector observed children at work and play and spoke with children. She took account of the written views that parents had provided. n Documents used in the provision were considered and discussed. For example, the inspector took account of the childminder's self-evaluation and training records. n The childminder and the inspector discussed children's progress and development.

p.4

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.

p.4

Inspection activities

1 November 2019 1 November 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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