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 are happy, confident and enthusiastic learners. They play in harmony with each other. Children are polite to each other and adults. They use their manners and respond positively to praise. Children develop a real sense of belonging at this setting. Each day a different child is a 'monitor'. Children help to set the table for mealtimes, serve their friends nutritious home-cooked food prepared by the childminder and help to tidy up. They take a real pride in this role. Children articulate themselves very well. They express their wishes to the childminder, who listens attentively to them. Children have a strong bond with the childminder.

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The provision is good

Children have lots of opportunities to engage in extra-curricular activities, such as French lessons, theatre tots and yoga. Children also visit the local library. They choose books and enjoy listening to the childminder read these in the library. Children also enjoy bringing the library books back to the setting to share with other children. The childminder has high expectations for children's learning and behaviour. Children share with each other. They often work together as a team. For example, children spoon snow into a glass bottle. They each take turns and then take the bottle of snow inside to see what happens to it in the warmth.

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need to do better?

n The childminder has a clear curriculum intent in place. She plans learning experiences that support children to make good progress in their learning and development. The childminder uses her observations and assessments of the children to identify 'goals'. These are shared with parents to enable them to continue this learning at home. n The childminder supports children with their communication and language development effectively. She talks to children as they play, modelling new words and sentence structures. This supports children with their growing vocabulary. However, at times, the childminder does not fully support children to think critically and test out their ideas. Occasionally, she will ask children questions and answer them for the children. Therefore, children's learning is not always extended to the highest level. n The childminder supports children to make good progress with their personal,

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need to do better?

social and emotional development. She encourages children to develop empathy and show care and consideration to others. Children have a teddy or doll that they are responsible for. The children attend to these and 'feed' them lunch before they have their own. Children engage in a 'gratitude attitude' activity, where they think about what they are grateful for and what makes them happy. This supports children's well-being. n The childminder evaluates her practice regularly and considers how she can bring about improvements to her setting. For example, she considers what she

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need to do better?

19 January 2023 wants to do with the children each day. This allows her to plan what she wants children to learn. The childminder seamlessly incorporates this into the children's play. Children are deeply engaged and show good levels of involvement in activities. n The childminder knows the children incredibly well. She gathers a wealth of information from parents before children start. She uses this information to tailor the care and education that she provides children right from the start. The childminder follows children's interests. She works closely with parents to find out what children like to do outside the setting. The childminder uses this information to plan further learning opportunities for children. Therefore, children are introduced to new experiences. n The childminder keeps up to date with her mandatory training. She also focuses her professional development on how she can raise the standard of the care and

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need to do better?

education that she provides for children. The childminder has recently completed training and carried out her own research on how she can offer a holistic curriculum to support children and prepare them for their next stage in learning. n Parents speak highly of the setting. They comment that the childminder is 'devoted to helping their child achieve their full potential educationally, socially and emotionally'. Parents go on to say that they feel their child's growing confidence is a direct result of attending the childminder's setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge and understanding of safeguarding. She is aware of the potential signs and symptoms of abuse, including those relating to extremism. She keeps up to date with the latest guidance on safeguarding and incorporates this into her own policies and procedures. The childminder has an emergency evacuation procedure in place, which she practises regularly with the children. She is trained in paediatric first aid and supports children to learn how to keep themselves safe. The childminder carries out regular checks of the environment to ensure that it is safe for children.

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should:

n continue to support children to think critically and test out their own ideas, to enhance learning to the highest level.

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Setting details

Unique reference number EY489822 Local authority Stockport Inspection number 10264926 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 29 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Stockport. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, 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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views on the setting with the inspector.

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Inspection activities

19 January 2023 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

19 January 2023 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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