Childminder EY427789

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

The childminder provides a home-from-home, safe environment. Children thrive and appear to genuinely love spending time with the childminder. The childminder helps to promote children's self-esteem and confidence. For example, she reads a book which displays people with different physical appearances. The childminder describes body parts and the shape of facial features, and children articulate positively how they are similar or different to the illustrations.

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The provision is good

The well-qualified childminder has high hopes for children and, overall, keeps abreast of changes and updates her knowledge. This helps her to plan good-quality activities. The childminder uses children's past experiences and takes account of their individual needs when planning. For example, she provides ingredients for children to make gluten-free pizza, following a child's recent holiday to Italy. This means activities are child-led and come from their interests. However, the childminder does not focus the curriculum precisely. She has not implemented highly effective ways to share ongoing information with other settings to provide a more seamless approach towards supporting children's next steps in learning. Nonetheless, children make good progress and gain many skills for their future education. They communicate expressively and use a wide vocabulary, in relation to their age. Children play cooperatively together, learn to manage their feelings

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The provision is good

and replicate the childminder's high expectations for behaviour. For example, they assertively tell their peers 'you have to be patient' and wait for their turn to wear a princess crown, during animated role play.

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need to do better?

n Children love books. They listen attentively to favourite stories and are beginning to read. The childminder uses this interest in books to introduce rich vocabulary. For example, she uses descriptive words to explain the physical attributes of people in a book. She introduces new words such as 'lanky' and 'stocky', and explains that stocky means small and wide. The childminder and children compare their long or short fingers and look at the 'arch' of their foot. n The experienced childminder attends all mandatory training and completes some online research and reading. However, she recognises that more recently she has not actively sought out focused professional development opportunities. Nonetheless, the childminder reviews her practice generally well to identify areas for improvement and she researched an idea for a phonics activity. Older children helped the childminder to make paper mache 'frogs' for the game.

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need to do better?

Younger children play the game, recognise letter sounds and pick up pasta pieces using home-made tweezers to post into the correct 'frog'. This also helps to support finger muscles in readiness for early writing. n Children behave well. They show through their positive interactions and smiling

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need to do better?

18 December 2019 faces that they can develop relationships with others. For example, girls particularly enjoy playing a game of snakes and ladders. They take turns to roll the dice and to move the pieces. They delight in climbing up the ladders and feign unhappiness when they land on a snake. n The educational programme is planned well overall and helps to develop children's mathematical knowledge. Children discuss quantity and use weighing scales to measure 400 grams of flour. They count scoops of oil and talk about the time needed for the yeast to take effect and the dough to rise. They estimate the baking time required. The childminder encourages children to use mathematical terminology as they play games. Children describe 'frogs' from a phonics activity using mathematical language of size, such as 'smallest', 'medium' and 'biggest'. n Children independently manage their personal care. They enjoy outdoor play

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need to do better?

and walking from school. The childminder uses these occasions to ask children to recognise numbers and letters on doors and street signs. Children learn how to keep themselves safe. Young children handle kitchen equipment and skilfully use a cheese grater. They use a knife and slice ingredients with precision as the childminder supervises them closely. n Parents' contributions are highly valued and taken account of. The childminder has reflected on her own practice and reviewed her workload. As a result, she reduced the level of paper work shared with parents. She keeps them updated verbally and uses a picture book. This impacted positively as the childminder is now able to do what she loves best, which is spending even more quality time with children. Parents share information about home, which the childminder weaves into her activities. However, she is aware that partnerships with other settings that children also attend are not as effective.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her home safe. For example, she uses a gate to separate the open-plan kitchen when using the oven. The childminder knows the potential signs that could indicate a child is at risk of harm and who to report concerns to. She has attended training on child protection. This helped to update her good safeguarding knowledge. The childminder maintains low adult-to-child ratios. This helps her to provide close supervision. Children are becoming aware of risks to themselves. The childminder explains why they should remove dressing-up shoes before climbing the staircase, to prevent the risk of trip and falls.

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should:

n focus curriculum planning more precisely and build on children's individual next

p.3

should:

18 December 2019 steps in learning, sharing information with other settings that children also attend, to provide consistency in helping them to make the very best progress possible n seek further ways to enhance professional development to keep updated and informed, and to raise the quality of teaching and practice to an outstanding level.

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Setting details

Unique reference number EY427789 Local authority Stockport Inspection number 10074781 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 4 to 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 1 February 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Heaton Chapel, Stockport. She operates all year round from 7.30am to 6pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3 and provides funded early years education for three- and four-year-old-children.

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Inspection activities

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n A discussion about the intent for the curriculum took place and the inspector viewed the premises. n The childminder and the inspector evaluated an activity together. n The inspector looked at relevant documentation, discussed policies and procedures, reviewed the childminder's self-evaluation and checked evidence of her suitability and that of all adults who live on the premises. n Children were spoken to and the childminder and the inspector held ongoing discussions throughout the inspection. n Parents' written feedback was obtained.

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Inspection activities

18 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

18 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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