Ashton, Kate Mary

Overall effectiveness Good

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

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The provision is good

The childminder and children have a delightful time together in a stimulating environment filled with mutual respect. Children are imaginative and creative. They express themselves through song, art and dance. The childminder takes children to a weekly ballet class and a theatre workshop. A 'wow' tree is lit up and impressively decorated with images of children's many achievements. This contributes to their exceptionally high levels of self-esteem and sense of belonging. Children eagerly choose from inspiring resources and books that reflect the diverse world. They meet with people who are different to themselves. For example, children get to know people with special educational needs and/or disabilities, during regular duck feeding at the local park.

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The provision is good

Children dance energetically to songs they know and imitate cleaning teeth, act out care routines and model riding a bike. This supports their excellent understanding of physical health, hygiene and well-being. Overall, the childminder has high expectations for children. Children are cherished and closely supported by the extremely attentive childminder. That said, the childminder ensures children are highly independent and know the house rules and boundaries. They expertly use cutlery to prepare a healthy snack, know where to find plates and cups and set the table without prompting. Children swiftly remind the childminder when she forgets to provide a jug of water with the fruit and cheese board, they are remarkably secure in the familiar routines. Children's behaviour is exemplary. They are polite, well-mannered, articulate and very happy.

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need to do better?

n Close and caring relationships are evident. Children invite the childminder to join in with a guessing game using their superb listening skills. They take turns to hide a musical instrument inside a bag and predict what could be inside, based on sound alone. They giggle with anticipation as they sing with gusto and consider what it could be. n The childminder keeps abreast of changes to policy and has a close network of colleagues to share information with. The childminder undertakes some additional research to improve her own knowledge. For example, she used a social media programme to help to increase her understanding of how to teach letters and sounds. This gave her more confidence in delivering this aspect of the curriculum. Children's enthusiasm and progress in early phonics vastly improved as a result. However, although the childminder has acknowledged an area of teaching practice that she wants to further develop, she has not yet

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need to do better?

addressed this. Self-evaluation currently focuses on improving the learning environment and premises. n The childminder introduces a rich vocabulary. For example, she asks children to

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need to do better?

12 February 2020 look closely at a bubble and find their reflection. The childminder sensitively reinforces correct pronunciation when children speak to her. This helps them to learn the correct language. Children are excellent communicators and speak with confidence. However, occasionally, the childminder pre-empts children's responses to the challenging questions that she asks without allowing them time to think and respond. That said, children make good progress and are prepared well for what comes next. n Literacy is taught well. Children use their whole bodies to create large-scale paintings using brushes and assorted tools. They copy letters in their names in preparation for writing. Children choose from an exciting and diverse range of literature. They sit and listen to the childminder's animated story telling or look at books for pleasure in a cosy tepee tent. Mathematics is embedded into every

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need to do better?

aspect of the educational programme. Children identify shapes in the environment, use language such as 'heavy' and 'light', recognise numerals on ducks during water play and confidently match numbers as they play 'unicorn bingo'. n Unique experiences spark children's natural curiosity for learning. Knowing children have a caring disposition and love to play with dolls, the childminder provides a 'hospital' with exciting medical toys and resources to support this interest. Children are immediately enthused, compassionately take care of the dolls and soft toys, bandage their 'broken legs' and seat them in wheelchairs to aid the 'healing process'. The childminder skilfully weaves in new language, such as 'stethoscope' and 'medication'. n Children share experiences from home which the childminder builds on. Children recall a swimming trip with parents and pretend to be fish, enthusiastically swimming around the room. Parents are encouraged to share what they know

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need to do better?

about their children on entry and the childminder actively encourages ongoing parental involvement. Parents comment that they are extremely happy with the care and education that their children receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps all mandatory training updated. She has a good understanding of child protection procedures. She knows what to do if she is worried about a child in her care. The childminder has undertaken additional training to help her identify some of the lesser known risks to children in her community, such as how to recognise signs of female genital mutilation. The childminder has detailed information displayed, with steps to take to refer any concerns to the relevant agencies. The childminder completes regular risk assessments on her home and for outings. This helps her to keep children safe when in the premises or when further afield.

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should:

n challenge children's learning even further, for example, by allowing more thinking time for children to respond to the questions they are asked n use self-evaluation more precisely to reflect on and improve any identified areas of practice and continue to raise the good quality of teaching to the highest level.

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Setting details

Unique reference number EY382297 Local authority Stockport Inspection number 10066070 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 3 Total number of places 6 Number of children on roll 1 Date of previous inspection 13 July 2015

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Information about this early years setting

The childminder was registered in 2008 and lives in Stockport. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n Teaching was observed indoors and outdoors and the inspector assessed the impact this has on children's learning. n The inspector viewed the premises and the intent of the curriculum was discussed during a learning walk. n The childminder and the inspector evaluated an activity together. n Relevant documentation was checked and discussed, such as policies and procedures. The inspector reviewed the childminder's self-evaluation and checked evidence of her suitability and the suitability of all adults who live in the premises. n Parents' written views were obtained by the childminder and shared with the inspector. n Children were spoken to and the childminder and inspector held ongoing discussions throughout the inspection.

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Inspection activities

12 February 2020 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

12 February 2020 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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