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 Requires improvement

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The provision is good

Children are extremely happy and safe in the childminder's care. They develop warm and loving relationships with her. Changes made to arrival procedures due to the COVID-19 pandemic mean that parents drop off children at the door. Children confidently wave goodbye and immediately become engaged in their chosen play. Children have a positive relationship with one another. They share toys willingly and use impeccable manners, saying 'please' and 'thank you'. Younger children tidy away the toys when requested to do so by the childminder.

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The provision is good

Children learn about the value of being outdoors and they thoroughly enjoy visits to the local area, such as parks, the garden centre and the library. This helps them to develop their large physical skills, such as walking, running and jumping, while gaining an awareness of the community in which they live. Children are confident communicators and are expanding their vocabulary at a speedy rate. For example, younger children are beginning to use two-word phrases, such as 'all gone'. Children are learning about healthy lifestyles from an early age. Children are encouraged to drink plenty of fresh water, and they know to wash their hands at appropriate times to prevent the spread of germs. Children learn that sugary drinks and foods are not good for them, and have a good awareness of the importance of looking after their teeth.

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need to do better?

n The childminder reflects on the service she provides and identifies ways to make improvements. She is committed to ongoing professional development and uses knowledge she gains to enhance her teaching. As a result, children are making great progress and benefit from her knowledge and expertise. n Accurate assessments of what children know and can do enables the childminder to sequence learning and focus on their next stage of development. She helps children to enhance their emerging language skills effectively. For example, she helps them to listen and pay attention, as well as giving them the chance to respond to questions. n Although the childminder has established some links with the local nursery schools, she has not yet identified how she can work more effectively with these settings to fully prepare children for the next stage of their education. This means that children's transitions are not as smooth as they could be.

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need to do better?

n The childminder makes learning for children fun and enjoyable. She offers older children lots of opportunities for letter recognition, which helps children to begin to recognise the letters in their name. She provides children with writing equipment to start practising the formation of letters. This helps to ensure that they have the hand-to-eye coordination to develop their early writing skills. n Younger children gain a love of early literacy as they read books and sing

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need to do better?

2 February 2022 rhymes with the childminder. As a result, children have a positive attitude to learning. n Partnerships with parents are strong. The childminder regularly shares ideas so she and parents can jointly focus on younger children's mobility and socialisation skills at home. Parents comment that their children are happy, safe and settled. One parent complimented the childminder, stating that their child has come on in 'leaps and bounds'. Parents also appreciate that they receive lots of information about their children's progress and care routines. They especially value that their children have lots of fresh air and outdoor experiences. n The childminder has high expectations for children in her care. She skilfully plans activities to help them to develop their emerging skills. The childminder helps younger children to develop their vocabulary. For example, during a conversation, the childminder modelled the correct pronunciation of children's

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need to do better?

language. n The childminder helps children to learn how to respect similarities and differences between themselves and others. She offers activities that reflect other cultures. For example, the children recently learned about this year being 'the year of the tiger' for the Chinese New Year.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role and responsibility in keeping children safe. She understands the importance of completing regular safeguarding training. As a result, she understands different aspects of child protection, such as the 'Prevent' duty. She is acutely aware of what action to take should she become concerned about children's welfare. The childminder helps children to learn about keeping themselves safe when they go on outings. For example, she talks to them about road safety and stranger danger. The childminder assesses all risks on her premises to ensure children's safety at all times. She is qualified to administer first aid, which means she can act quickly if a child sustains an injury.

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should:

n develop more effective ways to work more closely with other settings to fully prepare children for the next stage in their learning.

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Setting details

Unique reference number 306899 Local authority Stockport Inspection number 10143154 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 6 January 2020

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Information about this early years setting

The childminder registered in 1988 and lives in Cheadle, Cheshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 inspector viewed the premises and the childminder discussed her intentions for children's learning. n The childminder and the inspector evaluated an activity together. n The inspector spoke to the children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of feedback from parents. n The childminder and inspector held ongoing discussions throughout the inspection.

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Inspection activities

2 February 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.

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Inspection activities

2 February 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

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

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