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 in this setting are safe, happy and well settled. The childminder spends time with parents during the settling-in process to gain an understanding of children's routines and care practices. This helps to support children's emotional well-being. The nurturing childminder is very responsive to children's needs. For example, when babies wake up from their sleep, the childminder prepares their bottle to feed them, as she knows they will be hungry. Children are confident to explore and move around the setting independently. They access resources of their choice from the wide selection available.

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The provision is good

The childminder has high expectations for children's behaviour. Children behave exceptionally well and display a positive attitude to learning. In addition, children demonstrate high engagement during their play. For example, younger babies show delight as they press buttons on musical toys and make movements in response. Toddlers independently explore the role-play kitchen, making cakes with play dough. A recent visit to the local bakery supported the children's interests in making cakes.

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The provision is good

Children with special educational needs and/or disabilities are supported well. The childminder works with other professionals, such as speech and language therapists, to support children's future development.

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need to do better?

n Overall, the quality of teaching is good. The childminder develops her curriculum to focus on children's interests. For example, children who show a deep interest in planes and helicopters are provided with opportunities to explore these further. They go outside to look at and talk about the planes. Furthermore, the childminder engages their creative skills through colouring in pictures of the planes. Children benefit from sequenced learning. n The childminder uses regular assessment to measure children's development. This helps the childminder to identify any gaps in children's learning and provide early intervention where necessary. However, she does not always target next steps effectively. As a result, children do not always make the best possible progress. n Overall, children's communication and language development is well supported. Children have access to books and stories and show a love of reading with the

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need to do better?

childminder. However, on some occasions, the childminder does not provide children with enough time to respond to questions. This limits children's opportunities to extend their vocabulary. n The childminder supports children's mathematical development well. The childminder counts with children at every opportunity. Furthermore, children are

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need to do better?

2 November 2022 supported with shape as they turn jigsaw pieces into the correct places on the puzzle. Children are beginning to develop mathematical skills. n Parents' written comments show they are happy with the care the childminder provides. They comment on how the childminder is 'kind, caring and patient'. Parent's particularly like how the childminder provides a 'home-from-home environment'. The childminder shares daily updates on children's care and routines with parents. This promotes consistency of care. n Children celebrate many different festivals from around the world, such as Chinese New Year and Diwali. Furthermore, the childminder discusses similarities and differences as she reads books with children. Opportunities such as these prepare children for life in modern Britain. n The childminder adopts a positive attitude to making improvements to her setting. For example, she is in the process of developing her garden space to

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need to do better?

offer further enhancements to capture children's interests. This demonstrates that the childminder considers the needs of children when developing the environment. n The childminder takes the children out into the community on regular occasions. They visit the local library, attend music sessions and meet with other childminders and their children. As a result, children are learning to gain confidence in social situations as they meet new children and adults.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge of how to keep children in her care safe. She is aware of the signs of abuse and child protection matters. The childminder is aware of the procedures to follow should she have any concerns. The childminder holds a paediatric first-aid qualification. This provides her with the skills and knowledge to respond should a child have an accident. The childminder's home is safe and secure. She maintains its safety through regular risk assessments and keeping equipment in good order.

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should:

n plan targeted next steps for children that take into account their current development level so that children make the best possible progress n offer an appropriate amount of time for children to respond to questions, to further develop their vocabulary.

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Setting details

Unique reference number EY362677 Local authority Stockport Inspection number 10235146 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 20 October 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Stockport, Manchester. She operates all year round, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This is 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 this into account in her evaluation of the setting. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of qualifications and the childminder's suitability to work with children. n The inspector took account of parents' views from their written feedback. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed interactions between the childminder and children. n The inspector and childminder completed a learning walk together to discuss the childminder's intentions for children's learning.

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Inspection activities

2 November 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 November 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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