Stanley, Sheryl

Overall effectiveness Good

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

p.1

The provision is good

The childminder and her assistant provide a home-from-home environment, which is full of purposeful play and learning. Children, including those who are new to the setting, are extremely confident and happy. They readily explore the exciting and well-designed play spaces within the home.

p.2

The provision is good

The children have completely adapted to the changes that have been put in place to safely manage COVID-19. They are not at all concerned about adults wearing masks. When greeted at the front door by the childminder, they happily come in to join their friends, after sanitising their hands.

p.2

The provision is good

Children behave very well and play cooperatively together. Older children actively include younger children in their games. They happily talk to visitors and explain what they are doing. Simple rules and routines mean that even the youngest children know what is expected. This helps things to run safely and smoothly. For example, they clear toys away before moving on to new games.

p.2

The provision is good

The childminder provides children with a wide range of toys and equipment to explore. She has carefully selected these to support children's next steps in learning or to help them practise new skills. The childminder identifies where she can extend children's learning. For example, older children are encouraged to concentrate during the reading of longer stories. They are given opportunities to start to create and tell their own tales.

p.2

need to do better?

n The childminder has undertaken online training and researched information to develop her knowledge. This has supported her to plan and implement a broad curriculum for the early years children that she cares for. The childminder has constructed a curriculum that helps children to be ready to start school. n The childminder reads stories or introduces games in an engaging way. Children receive lots of praise, which keeps them highly motivated, and even young children show persistence. The activities help to build children's abilities. For example, children carefully match objects to the correct coloured container and young children start to have a secure understanding of colour names. The childminder then introduces the use of pincers to move the objects and children develop their finger strength in preparation for early writing. n The childminder undertakes regular assessments of children's level of

p.2

need to do better?

development and gathers information from parents about what their children do at home. She uses this information to plan the next steps in children's learning and to inform the progress checks she writes for children between the ages of two and three years. However, the childminder does not gather information from

p.2

need to do better?

5 January 2022 other settings that children attend to incorporate this into her planning and to help further build on what children know and can do. n The childminder uses themes to successfully introduce new information to children. For example, many weeks after learning about the solar system, children spontaneously draw and name some of the planets. They confidently explain their understanding of how planets move around the sun. n The childminder works with an assistant on an occasional basis. The assistant has warm relationships with the children. They help on school collections and with activities the childminder has chosen for the children. Due to the limited use of her assistant, the childminder does not currently provide support and coaching to build on their skills and their precise knowledge of her curriculum. n The childminder finds out about the cultures and languages of children who speak English as an additional language. All children enjoy learning about the

p.2

need to do better?

customs and a few words from their Polish and Hungarian friends. The childminder values children's home language, while ensuring they develop a robust understanding of English before they start school. n Parents praise the childminder's excellent communication with them. They describe her as passionate about her work and nurturing towards their children. One writes, 'I can relax at work knowing that my child is happy and being looked after brilliantly.' The childminder provides parents with information about how they can extend their child's learning at home. She talks to them at the end of each day and explains what the children are currently learning and going to learn next.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has undertaken safeguarding training. She clearly understands what would constitute a safeguarding concern and where she should report any concerns. The childminder ensures that suitability checks are undertaken by Ofsted for anyone over the age of 16 years who lives or works on the premises. She ensures the house and garden are secure and that any risks have been managed. This includes measures to minimise any potential risk of the pet cats, tortoise and rabbits. The childminder uses individual bedding and a monitor when children sleep on the first floor level. The childminder and her assistants have appropriate first-aid training.

p.3

should:

n develop the supervision and support system for assistants to build their skills and knowledge n explore ways to gather information on children's abilities from nurseries that also

p.3

should:

5 January 2022 educate the children attending, to help build on what children know and can do.

p.3

Setting details

Unique reference number EY402551 Local authority Cheshire East Inspection number 10131732 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 17 Date of previous inspection 6 November 2019

p.5

Information about this early years setting

The childminder registered in 2009 and lives in Crewe, Cheshire. She operates all year round from 8am to 6pm, Monday to Friday, including bank holidays. She cares for children overnight, if required. The childminder holds an appropriate qualification at level 3. She has two assistants and works occasionally with just one assistant at a time. She provides funded early education for two-, three- and four- year-old children.

p.5

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 their evaluation of the provider. n The childminder showed the inspector the areas of the house that are used for childminding. She discussed how the curriculum is planned and implemented. n The quality of teaching during activities and routines was observed by the inspector, who assessed the impact this has on children's learning. n The inspector completed a discussion about an activity with the childminder. n The inspector had discussions with the childminder, one of her assistants and the children. She looked at relevant documentation, such as the register and documents that establish the suitability of family members. n Parents and guardians shared their views of the setting through written testimonials. These were read by the inspector who took account of all their

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

5 January 2022 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

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Inspection activities

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Inspection activities

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Inspection activities

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