Childminder in Stockport

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 are happy and they feel safe in this nurturing environment. They have formed strong attachments with the childminder. Children have made close friendships with their peers. Children beam with pride as they show the childminder how much their sunflowers have grown. They water the plants and talk about what their sunflowers need to grow even taller. The childminder has high expectations of children's behaviour. She is an excellent role model for children. The childminder praises and encourages children, which builds on their self-esteem. Children behave well. They are consistently encouraged to take turns and share all of the toys. Children readily share the chalks as they make marks in the outdoor area.

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The provision is good

The childminder knows children well. She tracks their development and effectively plans for their next steps. The childminder plans fun and practical activities for children. Children enjoy helping the childminder to retell stories. They count how many fruits they can find on each page. The childminder asks children questions to extend their learning. Children discuss the life cycle of a butterfly. They enjoy using ribbons as butterfly wings as they pretend to fly around the outdoor area. However, the childminder does not always make the most of opportunities to extend children's spontaneous interests.

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need to do better?

n Children manage their care well. The childminder promotes children's independence. They put their coats and shoes on by themselves to go outside. Children have plenty of opportunities to explore the outdoors. For instance, the childminder takes them on weekly visits into the community. The children attend a wide range of outings. For example, they go on trips to the fire station, the airport and the farm. Children get to socialise with other children of a similar age at playgroups. They attend monthly stay-and-play sessions at the local school. However, children have fewer opportunities to develop their understanding of the lives of others and strengthen their appreciation of diversity. n Children thoroughly enjoy their social mealtimes. The childminder teaches children the benefits of having a healthy lifestyle. Children discuss which fruit and vegetables are their favourites. They talk about why they are good for

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need to do better?

them. The childminder provides children with nutritious meals and snacks. For example, children help to cut the fresh strawberries for a snack. They use good manners as they say 'please' and 'thank you' at mealtimes. n The childminder seeks the views of parents and children as part of her self- evaluation. She builds effective relationships with parents. The childminder shares information with them about their children's learning. She suggests how parents can help their children to achieve the next steps in their learning. For example, she sends home resource packs and books for parents to carry on

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need to do better?

16 March 2020 learning at home. The childminder liaises with other settings that children attend. This helps to provide continuity in children's care and education. Parents are pleased with the care and service provided. They are thrilled with the progress that children are making. n The childminder updates her professional development by accessing training. For example, she has recently completed training on supporting children with speech and language development. She has forged close relationships with a group of childminders. They complete peer observations and share good practice. This helps to further improve her practice. Children make good progress from their starting points. They acquire the key skills needed for the next stage in their development and eventual move to school. n Mathematical skills are promoted. The childminder encourages children to count how many insects they can see. She then encourages children to match the

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need to do better?

number of objects to the correct numeral. The childminder models language well. She routinely introduces new words as she plays alongside children to help to extend their vocabulary. Children enjoy books and select their favourite stories. However, the childminder does not always extend children's learning and emerging interests during activities that children choose for themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to protect children. She has a good knowledge of the signs and symptoms that indicate a child may be at risk of harm. The childminder knows how to report any concerns she may have about a child's welfare. She keeps her knowledge up to date by attending training courses. This has given her an in-depth knowledge of the wider issues relating to safeguarding. Daily assessments of the premises mean that she can identify and minimise any risks. The childminder teaches children about road safety when they go on weekly trips into the community.

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should:

n provide more opportunities for children to develop their understanding of the lives of others and strengthen their appreciation of diversity n strengthen opportunities to extend children's learning and emerging interests during their self-chosen activities to help them to make even better progress.

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Setting details

Unique reference number EY450578 Local authority Stockport Inspection number 10075231 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 31 March 2016

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Information about this early years setting

The childminder registered in 2012. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching inside and outdoors and assessed the impact this has on children's learning. n Parents' views were taken into account through written feedback. n The inspector held discussions with children and the childminder at appropriate times during the inspection. n A joint observation was completed by the inspector and the childminder. n Ofsted is aware of the challenges that Covid-19 is currently posing to those we inspect. During this visit, the inspectors took into consideration the impact of any measures being taken to slow the spread of Coronavirus by the setting. This has included the effect these measures have had on the current attendance of the children and staffing arrangements.

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Inspection activities

16 March 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

16 March 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

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

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