Childminder EY420984

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

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The provision is good

Children appear happy, animated and settled in this good-quality setting. They develop secure friendships and have a strong sense of belonging. Children demonstrate good mathematical skills. They discuss the properties of two- dimensional shapes and confidently count everyday objects. Overall, the childminder has high expectations of children and provides them with good learning experiences. Children display good literacy skills and enjoy looking at books. They become enthralled while the childminder reads their favourite stories and immerse themselves in deep imagination as they enact roles of their favourite characters.

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The provision is good

Children show good levels of independence, behave well and demonstrate positive attitudes towards their learning. They discuss the importance of keeping healthy and follow good hygiene practices. Children help to prepare snacks and skilfully use cutlery to chop fruit into different shapes. They talk about the importance of keeping safe during their play and remind one another not to run too fast.

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The provision is good

Children giggle with delight while exploring the texture of 'gloop' with their hands and feet. They attempt to write their names and talk about the process of mixing paint to make different colours. Children demonstrate good concentration skills while completing puzzles and help each other to build towers using wooden blocks. They embrace one another with hugs and become fascinated while playing with dough.

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need to do better?

n The dedicated childminder is a strong leader. She has ambitious improvement plans which are regularly evaluated and include the views of children and parents. The childminder shows good capacity to improve the provision further. n Overall, the childminder offers children a personalised curriculum that keeps them motivated to learn. Children make good progress and any gaps in their learning close. However, the childminder does not always provide older and more-able children with a greater level of challenge to help them make exceptional progress in their learning. n Literacy development is given high priority. Children demonstrate a love of books and cannot contain their excitement when the childminder reads to them. They become engrossed in the story and eagerly anticipate what is going to happen next. Children develop good reading skills and use their knowledge of the sounds that letters represent to decode words.

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need to do better?

n Good provision is made for children to take part in local community events, such as singing in the Nativity at the local church and visits to the library and toddler groups. However, the childminder does not provide children with a wide range of

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need to do better?

6 December 2019 opportunities to learn about the wider world, including the similarities and differences between their lives and the lives of others. n Care practices are good. Children's personal, social and emotional well-being is given high priority. Children settle quickly and develop secure attachments with the childminder. They talk about their feelings and discuss the importance of being kind. Children behave well and have positive attitudes towards their learning. n Partnership working is strong. Links with parents, the local authority and other childcare professionals are good. Parents receive regular updates about their children's progress and are informed about their time at the setting. n The childminder attends training programmes which have a positive impact on the provision and the outcomes for children. For example, a course around child development has equipped her with a greater knowledge of how to support

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need to do better?

younger children's language development. n Children's physical development is promoted well. The childminder plans good opportunities for children to be physically active and they visit parks and activity centres. Children show good physical dexterity as they climb, balance and jump. n The childminder is skilled at promoting children's communication and language skills. She listens to children with genuine interest and asks them questions during their play. Children are competent communicators who use a wide range of vocabulary.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's home is safe and secure. The childminder supervises children with great vigilance and ratios are adhered to. All adults who live at the childminder's home have undergone stringent checks and are suitable to have contact with children. The childminder has a secure understanding of the signs of possible abuse and neglect. She is aware of wider safeguarding issues and understands the referral procedure. Good arrangements are in place for teaching children about online safety and the safe use of electronic devices. The childminder attends regular safeguarding training and keeps herself informed of any changes to policy and legislation.

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should:

n provide older children with further challenge in their learning to fully support their progress to the highest level n extend opportunities to help raise children's awareness of the wider world, including the similarities and differences between their lives and the lives of others.

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Setting details

Unique reference number EY420984 Local authority Stockport Inspection number 10074684 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 to 5 Total number of places 6 Number of children on roll 4 Date of previous inspection 19 May 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Stockport, Manchester. She provides care Monday to Friday from 7.30am to 6pm. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector had a tour of the childminder's home. He discussed with the childminder how she organises her setting and how she plans the curriculum for children. n The inspector observed the quality of teaching and evaluated the impact this has on children's learning. n Discussions took place with the childminder and children at appropriate times during the inspection. The inspector looked at relevant documentation, including evidence of the suitability of persons living in the household. n The inspector read written letters from parents to seek their views on the childminder's setting. n A joint evaluation of an activity was carried out by the inspector and the childminder.

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Inspection activities

6 December 2019 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 December 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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