Amanda Powell

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

p.1

The provision is good

Children thrive in this nurturing, welcoming environment. They make close emotional attachments with the childminder and strong friendships with each other. Children show high levels of self-esteem and excitedly make independent choices in their play.

p.2

The provision is good

Children are fully engaged in their play and learning and eagerly join in with activities. They develop the skills they need for success in their future learning. For example, very young children develop a good awareness of numbers and counting and early literacy skills in readiness for school. They count from one to three when they draw lines on the chalkboard and independently choose books to share with the childminder.

p.2

The provision is good

Children's communication and language is promoted particularly well. Children engage in meaningful conversations with the childminder, who listens attentively and values what they say. Subsequently, children develop good speaking skills. They learn and use new vocabulary, such as 'skewer' and 'pineapple' and recall past experiences of the time when they spilt their breakfast on the floor.

p.2

The provision is good

Children behave well. They play together in harmony and learn to share and take turns. They relish the praise they receive from the childminder for good behaviour, who supports them to develop a positive sense of themselves.

p.2

need to do better?

n The childminder is aware of the potential impact that the COVID-19 (coronavirus) pandemic has had on children's learning and development. She identified that after the national restrictions were lifted, some children needed additional support to develop their personal and social skills. The childminder worked closely with parents to support children to catch up in these areas. She recognises that children benefit from interacting with the wider community and provides children with opportunities to socialise with children cared for by childminders in the area. n Children with special educational needs and/or disabilities (SEND) are extremely well supported. The childminder works closely with external professionals and parents to help to promote consistency and continuity of care and learning. She also attends specific training that is targeted to support children with SEND, such as Autism Awareness. The childminder puts the knowledge she has learned

p.2

need to do better?

into practice, which has a positive impact on the learning outcomes for these children. n The childminder is clear about what she wants children to learn. She provides a sequential curriculum that successfully builds on children's starting points and

p.2

need to do better?

21 September 2021 prior knowledge. For example, once children master simple puzzles, the childminder challenges them to complete more complicated jigsaws. The childminder observes children to assess what they know and can do. She plans activities based on children's interests and uses assessments effectively to monitor their progress. For example, the childminder uses children's enjoyment of building to enhance their knowledge of counting and shapes. Children make good progress. n Children benefit from extensive opportunities to access physical exercise and fresh air. For example, they use climbing equipment and push large diggers down the slide in the garden. Children follow good hygiene routines and participate in activities to help them to learn how to brush their teeth. Care practices are effective and have a positive impact on children's confidence, emotional development and well-being. n Partnerships with parents are strong. The childminder shares information about

p.2

need to do better?

children's learning, development and progress and helps parents to support children's learning at home. n The childminder provides children with some resources that help to promote their awareness of equality and diversity. She teaches children about festivals, such as Chinese New Year and Diwali. However, she has not fully explored additional ways to further extend children's understanding of the similarities and differences between themselves and others. n The childminder seeks the views of parents and children to help her to improve her practice. She uses her observations and knowledge of the children to adapt the environment and resources to meet their ever-changing learning needs and interests. However, she does not always reflect on her practice to identify professional development opportunities, to help to improve her already good quality teaching and enhance children's learning outcomes to an even higher

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge and understanding of how to keep children safe from harm. She attends regular training to ensure she keeps up to date with new safeguarding legislation. The childminder knows how to identify the signs and symptoms of abuse and neglect. She fully understands the procedures to follow should she have concerns about the safety or welfare of a child. The childminder ensures children are consistently supervised while in her care and on outings. She assesses the safety of her home and garden to identify and eliminate any potential risks.

p.3

should:

21 September 2021 n develop wider opportunities to promote equality and diversity and build on children's awareness about similarities and differences between themselves and others n make better use of self-evaluation to identify opportunities for continuous professional development to help to raise the good quality of teaching and children's learning outcomes to an even higher level.

p.3

Setting details

Unique reference number EY552728 Local authority Stockport Inspection number 10174161 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

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

p.5

Information about this early years setting

The childminder was registered in 2017 and lives in Offerton, Stockport. She provides childcare from Monday to Friday from 7.30am to 6pm, all year round. The childminder provides funded early education for three- and four-year-old children. She holds an appropriate early years qualification.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning and how this was implemented. n The inspector spoke to children and the childminder at appropriate times throughout the inspection. n The inspector observed the quality of teaching, indoors and outdoors, and jointly evaluated the impact this has on children's learning with the childminder. n Children spoke to the inspector during the inspection and invited her to join in their play. n The inspector looked at relevant documentation, including the suitability of the childminder and other adults living in the household. n Parents provided written feedback and the inspector took account of their views.

p.6

Inspection activities

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.

p.6

Inspection activities

21 September 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7