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 Not applicable

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The provision is good

The well-qualified childminder is knowledgeable. She uses her good understanding of how children learn to create an exciting learning environment in her home. The childminder prompts children to make their own choices. As a result, they learn to think about and express their preferences. The childminder teaches children routines that are consistent and meaningful. Children follow the routines and learn to be independent. For instance, when children come inside from the garden, they confidently help visitors to put their outdoor shoes into the box by the door.

p.2

The provision is good

Parents and carers say that children make friends and have adventures at the childminder's provision. They feel well informed about children's progress and development. The childminder supports parents to continue children's learning at home. She kept in touch with families when settings were only open to some children due to COVID-19 (coronavirus) restrictions. This helped children to settle back quickly when their attendance resumed.

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The provision is good

Children learn words to describe their emotions. This helps them to think and talk about how they feel. The childminder builds on this effectively when she teaches children to manage their own behaviour. For example, pre-school children want a toy but know that they must wait until other children have finished playing with it. They find this challenging, but with the childminder's sensitive support and timely praise, they succeed.

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need to do better?

n The childminder uses her daily routines to sequence children's learning effectively. For instance, younger children look for the name card with their photo on it. They begin to understand that words and pictures are linked. Pre- school children progress to a name card without a photo. As a result, they learn to read their written name. n Children continuously extend their vocabulary because the childminder incorporates new and interesting words into conversations. She demonstrates this when she talks about the 'ginormous' sunflower that they hope will grow from the 'tiniest' seedling in the pot. Children discover sounds when they go on listening walks. For instance, they found out that electricity pylons make a 'zzzz' sound. Children talk and learn while they explore. A favourite game is 'I-spy' and children learn, from a young age, to identify the sounds that words begin with. n The childminder's obvious desire to find things out makes her an excellent role

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need to do better?

model for children. She shows children how to learn about the world through books, television programmes and the internet. They watch programmes about family life in different cultures. The childminder takes children on varied outings and they discover interesting places, such as a local waterfall.

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need to do better?

26 May 2021 n The childminder promotes children's social skills in a positive way. She takes photos of children sharing things with each other. They look at the photos and remember what they did. Children feel proud of when they shared and they try hard to do it again. Pre-school children begin to play together cooperatively. They demonstrate their imagination and understanding of the world when they pretend to be shopkeepers and customers. n The childminder attends training that helps her to support children's learning effectively. For example, she learned to use an assessment tool for checking children's language development. This helps her to plan activities that promote children's communication skills. n The childminder knows what she wants children to learn. For example, she wants pre-school children to recognise numerals one to five and to know that a number can be divided in different ways. The childminder playfully incorporates

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need to do better?

numbers into conversations and games. However, on occasion, she sets the same learning intention for different children. This means that she does not focus precisely enough on what individual children need to learn next. n Children learn habits that help to keep them safe and healthy. They know why it is important to wash their hands when they arrive at the setting and before they eat. They carefully wash their apples before eating them. The childminder teaches children to think about physical risks. This helps children to judge for themselves what they are capable of achieving.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder benefits from training that extends her knowledge of the types of abuse she may need to protect children from. She makes sure that she updates her procedures when local child protection arrangements change. The childminder demonstrates an intention to report any concerns that a child is at risk of harm. The childminder promotes children's health and safety. For example, she checks that the water from the mixer tap is warm but not hot before children use it to wash their hands. Children learn what to do if the smoke alarm sounds.

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should:

n sharpen the focus on the intended learning for individual children so that teaching promotes each child's learning even more precisely.

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Setting details

Unique reference number EY551266 Local authority Stockport Inspection number 10174073 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Bredbury. Her provision operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a qualification at level 4.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The children involved the inspector in their play and conversations. They told her why the childminder's rules and routines are important. n The childminder and the inspector discussed the impact of the activities on children's progress and achievement. n The inspector read written feedback from parents and spoke with one parent on the telephone. She took account of this information. n Documents that are used in the provision were sampled and discussed. The inspector checked evidence of the suitability of the childminder and members of her household.

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Inspection activities

26 May 2021 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

26 May 2021 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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