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 Good

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The provision is good

Children have a lovely time with the childminder. They are safe and settled. Children enjoy cuddles and ask for help when they need it. Babies feel reassured by her presence. Children of all ages eagerly explore the well-resourced environment, inside and outside. Children develop their social skills when they attend a playgroup that the childminder runs.

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The provision is good

The childminder teaches children what they need to learn next. Children's learning progresses over time. They build their repertoire of nursery rhymes. Children dance excitedly and sing along to their favourite songs, such as 'Dingle dangle scarecrow'. Children develop the language they need to express themselves. For example, when children say that they are scared of a fly, the childminder encourages them to share their feelings. Babies develop their resilience as they try to climb onto bikes, persisting with the childminder's encouragement until they succeed.

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The provision is good

Children behave well. They follow the rules, such as taking turns and sharing. Children respond well to the high expectations set by the childminder. For example, children are challenged to chop their own fruit. Children behave positively towards one another. Older children show care and concern for younger children and involve them in their play.

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need to do better?

n The childminder accurately assesses children and knows how to extend their learning further. For instance, children who are beginning to walk work on balancing and climbing at the park to build their core strength. This helps children to make good progress in their learning. n As children prepare to start school or pre-school, the childminder focuses the curriculum on the skills children need to succeed, for instance dressing themselves and holding a pencil. The childminder communicates with staff at other settings. For example, she shares information and learning journeys with children's nurseries. This supports children's smooth transitions. n Support for children's communication and language is good. The childminder repeats key words such as 'splash' and 'rinse' as babies wash their hands. She uses rhymes and stories to support children's emerging vocabulary. This helps children to become confident communicators.

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need to do better?

n The childminder explains to children why boundaries are in place. For example, when children try to move a chair, the childminder explains why it might not be safe to do so if a child is sat on it. This supports children's understanding of the rules. Children behave well. n Children sing the 'wash your hands' song as they clean their hands independently. They know the steps involved and confidently follow the set

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need to do better?

27 May 2022 routine. Children wipe their own noses, and older children offer tissues to babies when they sneeze. This helps children to develop skills in managing their own personal care. n Some children are encouraged to make choices throughout the day, such as what colour plate they would like and which nursery rhyme they would like to sing. However, the youngest children are not always encouraged to make the same choices to develop their own preferences and self-esteem. n Equality and diversity are promoted well. A variety of resources, such as dolls with different hair types, help children learn about different types of people. This prompts conversations about similarities and differences. The childminder teaches children to treat everyone equally and to value what makes them unique. n The childminder accurately identifies areas of her practice that she would like to develop. She attends targeted training to continually improve her quality of

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need to do better?

teaching, such as a webinar on 'missed opportunities for maths'. This has helped to develop her knowledge in this area of learning. This supports the childminder to deliver quality learning experiences for all children. n Parents are very happy with the care the childminder provides. They praise the communication they receive and the progress that their children make. The childminder sends home activities to further children's learning. For example, she sends home left- and right-handed scissors and paper for children to practise their cutting skills. This helps to promote continuity in learning between home and the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows about different types of abuse and what signs she needs to be aware of. She knows how to report any concerns correctly. The childminder attends training to keep her safeguarding knowledge up to date. She uses a stair gate to prevent children from accessing areas of the house that are not used for childminding. The childminder continually evaluates the environment to help her to keep it safe for children. For example, when the ball pit blows in the wind, she weighs it down to prevent it from bumping into children.

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should:

n enhance opportunities for babies to make choices to help them develop their own preferences and promote self-esteem.

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Setting details

Unique reference number 306796 Local authority Stockport Inspection number 10234482 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 3 Date of previous inspection 13 October 2016

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Information about this early years setting

The childminder registered in 1997 and lives in Stockport. She operates all year round, from 9am 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.

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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 childminder spoke to the inspector about her intent for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation together. n The inspector took account of parents' views. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

27 May 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

27 May 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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