Stanley, Sheryl

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are safe, happy and relaxed in the childminder's home. They snuggle and enjoy affectionate cuddles during story sessions. Children respond well to these friendly interactions and are content and settled. They build positive relationships and friendships with each other, which enhance their experiences. For example, children play cooperatively as they enthusiastically create a den space under a table. They enjoy the company of peers and are socially confident. Furthermore, children receive regular praise for their efforts. They 'high five' each other to celebrate achievements, and positive behaviour is congratulated. Children behave well and show self-esteem and confidence.

p.2

The provision requires improvement

The childminder provides a varied and interesting range of activities. A bright, dedicated playroom is stocked with an impressive range of toys and equipment. The childminder proactively researches new games and activities online to ensure play remains varied. For example, children excitedly scoop and transport coloured rice between containers. They practise physical coordination and concentration. Children remain continually busy. However, during some planned group activities, the childminder does not consider children's differing needs or learning styles. Teaching is not closely targeted and learning is not always well supported for all children participating.

p.2

need to do better?

n Overall, children's well-being is promoted. The childminder's home is clean and tidy. Children wash their hands with warm water and soap at appropriate times, such as after toileting and prior to meals. This helps to support their health. However, sometimes, children share bedding during sleep times. This puts them at risk of cross-contamination of germs and the spread of infection. n The childminder observes children and knows them well. She designs and delivers an interesting range of planned activities and spontaneous play. However, when children of different ages and abilities play together, the childminder does not tailor her teaching and adapt her practice according to children's learning needs and characteristics. Sometimes, children's learning is not well supported and they lose interest. n The childminder tracks children's progress, and systems to monitor and assess development are established. However, she does not complete a written

p.2

need to do better?

progress check for all children aged between two and three years, as required. n Children are confident communicators, including those who speak more than one language. They listen to plenty of new words during discussions and contribute to conversations. Language is well promoted. n Children's learning is enriched by a broad and interesting range of trips and outings, including train rides, zoo visits and park walks. Outings help to extend

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need to do better?

6 November 2019 children's learning and they talk with excitement about recent visits they have enjoyed. n The childminder develops secure relationships with parents. Parents are complimentary about the service they receive. They refer to the childminder as a friend who offers a friendly service and provides support for families. n The childminder develops links with schools in the local area. School teachers are invited into the setting to discuss children's progress. Detailed information about children's development is shared with school to help to ensure children make a seamless transition. n The childminder is passionate and comments that she loves her job and finds working with children very rewarding. She is committed to improving her practice. The childminder engages in some reflective practice. However, this does not successfully identify all weaknesses and help her to address gaps in practice quickly.

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need to do better?

n Children acquire some skills in preparation for the next stage in their development. They begin to hold pens and make recognisable marks. Children extend mathematical skills as they match and categorise items during a complex card game. They have fun as they play and show motivation to join in and try. Children develop a positive attitude to learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are safe in the childminder's care. She has good knowledge about child protection and knows how to identify and respond to safeguarding concerns. The childminder understands wider safeguarding issues and has a comprehensive safeguarding policy and procedure for her reference, if required. Risk assessment procedures are well established. The childminder knows what presents a potential risk to children and close supervision is maintained at all times. For example, safety catches are located on kitchen cupboards to prevent children from accessing restricted items.

p.3

Due date

complete a written progress check for all children aged between two and three years 04/12/2019

p.3

Due date

6 November 2019 improve current hygiene procedures and minimise the risk of spreading germs when children sleep, to promote their good health. 04/12/2019

p.3

should:

n improve teaching and consider children's abilities and how they prefer to learn when planning activities to help them make better progress n strengthen self-evaluation systems and use reflection to help identify and address weaknesses in practice quickly.

p.4

Setting details

Unique reference number EY402551 Local authority Cheshire East Inspection number 10106525 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 13 Total number of places 6 Number of children on roll 15 Date of previous inspection 8 September 2015

p.5

Information about this early years setting

The childminder registered in 2009 and lives in Crewe, Cheshire. She operates all year round from 8am to 6pm, Monday to Friday, including bank holidays. She cares for children overnight, if required. The childminder holds an appropriate qualification at level 3.

p.5

Inspection activities

n A range of documentation was reviewed, including children's records and evidence of suitability for all adults living in the home. n The inspector observed interactions between the childminder and children. n The childminder showed the inspector around all areas of her home. The inspector and the childminder discussed the organisation of the space and the safety measures in place. n The inspector spoke with parents, read their written comments and took account of their views. n The inspector spoke with children.

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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

6 November 2019 6 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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