Shore, Tracy Elaine

Overall effectiveness Good

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

p.1

The provision is good

The childminder has made some changes to the setting in response to the COVID- 19 pandemic to ensure that children are kept safe. Children are greeted at the door by the friendly childminder. They happily enter the warm and welcoming environment which the childminder has created. Children are made to feel safe and they settle with ease.

p.2

The provision is good

Children have great fun playing with a toy boat and different animals. The childminder has high expectations for children's learning. She plans activities which capture the children's interest and ignite their curiosity. For example, she encourages the children to have a go at saying the names of the animals and make the animal sounds. This helps to support children's early speech and language development.

p.2

The provision is good

Children sit together and enjoy nutritious snacks and meals throughout the day. Children learn about healthy food choices and how these can help them to keep their teeth healthy. Children are well behaved. They play well with their friends. The childminder supports children to take turns. With some gentle encouragement, children share with their friends. The childminder is always close by to support the children in their play and learning. Children have close bonds the childminder.

p.2

need to do better?

n The childminder plans exciting learning opportunities for children to join in with. These are typically based on what children already know and can do. This supports children to develop their skills and knowledge across a range of well- planned experiences. For example, children practise threading shoelaces through different-sized bobbins. This supports children to develop their hand-to-eye coordination. Additionally, this helps to develop children's hand muscles in preparation for writing activities. However, at times, the childminder does not evaluate or adapt activities effectively. Therefore, occasionally, some children start to lose focus and become distracted. n Children enjoy engaging in singing activities. The childminder sings familiar nursery rhymes with children during personal care routines. Children delight in the opportunity to join in with familiar stories. The childminder models new

p.2

need to do better?

words and sounds, which supports the children to develop their communication and language skills. Children enjoy visiting the local library where they can choose the books they want to take back to the setting to read next. n The childminder supports children's emotional well-being. Children seek out the childminder for reassurance during their play. The childminder gives children lots of praise, which builds their confidence. Children go on regular walks and visit the local park. Children learn about the benefits of keeping fit and healthy

p.2

need to do better?

20 January 2022 through regular exercise and lots of time in the fresh air. n Children are beginning to develop their independence skills in their free play. However, the childminder does not always encourage this during routines and at mealtimes. For example, the childminder does not consistently support children to learn how to tidy up after activities or to feed themselves. n The childminder shows high levels of commitment to her professional development. She regularly accesses online training, which she uses to improve her provision. The childminder has good links with other local childminders who she meets with regularly to share information and best practice. n The childminder supports children who speak English as an additional language. She learns key words in children's home language to enable her to communicate well with them. The childminder is aware of the different cultures and backgrounds of children in her care. She plans opportunities for children to learn

p.2

need to do better?

about different events and celebrations, such as Chinese New Year. n Parents speak highly of the childminder. They feel that the childminder provides good-quality learning opportunities for their children. Parents feel that the childminder guides them well on how to continue supporting their children's learning at home. n The childminder has good links with the local authority. This means that she can access early help and support for children with special educational needs and/or disabilities in a timely manner. Consequently, all children are ready for their next stage in learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding. She is aware of her role and responsibilities in keeping children safe. The childminder has recently completed a safeguarding refresher course. She has updated her policy in response and has shared this with parents. The childminder is aware of how to correctly report concerns she may have about the welfare of children. The childminder is trained in paediatric first aid and keeps this training up to date. She has an emergency evacuation procedure in place which she practises on a regular basis with children.

p.3

should:

n improve systems for evaluating and adapting learning opportunities to ensure that children maintain the highest levels of focus and concentration n provide further opportunities for children to develop their independence skills during routines and at mealtimes.

p.3

Setting details

Unique reference number EY421915 Local authority Cheshire East Inspection number 10133280 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 4 Date of previous inspection 20 October 2015

p.4

Information about this early years setting

The childminder registered in 2011 and lives in the Poynton area of Stockport, Cheshire. She operates all year round from 7.30am to 6.30pm, Tuesday to Thursday.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed how new learning is planned. They discussed how well children learn new skills and knowledge. n The inspector observed interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the required documentation for the inspector to review.

p.4

Inspection activities

20 January 2022 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.4

Inspection activities

20 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.

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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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