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

p.1

The provision is good

Children flourish in this setting. They arrive eager to enter a purpose-built play space, which provides a range of high-quality resources. Activities are carefully planned to spark curiosity and support children's next steps in learning. Children enthusiastically join in with actions and words from their favourite nursery rhymes, such as 'Incey wincey spider'. Children have a can-do attitude to learning. They are motivated to keep trying when they find things difficult. Children smile happily when they receive warm praise. For example, the childminder claps and cheers when children succeed in removing and replacing the lid on felt-tip pens. Children are supported to be proud of their achievements.

p.2

The provision is good

Children have a secure attachment to the nurturing childminder, who knows them well. They seek her out for comfort and reassurance. She uses a calm and sensitive approach to encourage quieter children to join in with conversations and take the lead in their play. This helps to build children's confidence. Children are independent. They find their own wellington boots, help to zip up their own coats, and clear their own plates after meals. This helps in acquiring the self-help skills needed for later independence, including school.

p.2

The provision is good

The childminder acts as a good role model. Her 'firm but fair' approach helps children to understand why following rules is important. The children say, for instance, 'we all help to tidy up'. As a result, children behave exceedingly well; they take turns, share and care for each other.

p.2

need to do better?

n The childminder demonstrates a clear and ambitious vision for the setting. Children are provided with a highly effective curriculum that is designed to stimulate children's learning. For instance, the childminder provides animal sound games to help children develop their listening skills. This approach contributes positively to the progress they make in all areas of learning. n The support for children's language and communication development is exceptional. This is because the childminder applies her specialist training to naturally adapt her interactions, giving children plenty of time to talk, think and use new words. As a result, children who need additional help with their speech make good progress from their individual starting points. n Children develop a love of reading. They select their favourite books for the childminder to read. The childminder reads with animation, using facial expression and props to engage and excite children. They thoroughly enjoy

p.2

need to do better?

listening to stories. This supports skills that will be built on when learning to read at school. n Children develop their small muscles as they use rolling pins and cutters to make

p.2

need to do better?

16 March 2023 shapes in playdough. They giggle and shriek with delight as they use their large muscles to run, slide and scoot on balance bikes in the garden. Children are helped to be physically active. n Children learn about mathematical concepts through everyday play. For example, children are encouraged to compare sizes as they pour bubbles into small and large bowls outside. Children count the bears and order the beds when they play with items in a story about Goldilocks. As a result, children's mathematical language and skills are developing well. n The childminder promotes inclusion, equality and diversity. She treats children with courtesy and dignity when meeting their personal care needs. For instance, she gains children's permission before wiping their noses or changing nappies. This respectful care practice helps children to feel emotionally secure and valued. However, at times, the childminder does not consistently follow her own

p.2

need to do better?

policies around routines and daily practices, such as responding quickly when children become tired. Therefore, children's needs are not always met at the highest level. n The childminder promotes healthy lifestyles. Children have access to fresh water and freshly cooked nutritious meals at lunchtimes. Children's dietary needs are taken into consideration when planning their personalised menus. However, the childminder does not consistently give children healthy, well-balanced snacks. This does not support children to learn about healthy choices. n The childminder is skilled in recognising children who may require early help and is confident in speaking to parents about this. The childminder supports parents to works closely with external agencies to ensure that children get the help they need promptly. Children with special educational needs and/or disabilities are supported well. n Partnerships with parents are highly effective. Parents receive updates of their

p.3

need to do better?

child's achievements through photos and text messages. They delightfully describe the childminder as giving 'no nonsense and direct advice' to support learning at home. Parent feedback is used to improve the childminder's practice, such as reintroducing diaries to strengthen home-to-setting communication. n The childminder is dedicated to her work with children. She demonstrates an excellent commitment to her own professional development. She is keen to continually build on her knowledge and skills through regular and targeted training. She networks with other childminders to share ideas and evaluate her practice to continually improve outcomes for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is committed to keeping her safeguarding and first-aid training up to date. For example, training on safe sleep for younger children has been used to evaluate and update her safeguarding practices. The childminder has a thorough understanding of the signs that a child may be at risk of harm, such as changes in behaviour after being exposed to domestic violence or extreme views. She is aware of her duty to ensure that additional support is in place and knows the local

p.3

Safeguarding

16 March 2023 procedures for making referrals. The childminder is aware of what to do if an allegation is made against herself or a family member.

p.3

should:

n further increase opportunities for children to learn about the benefits of healthy eating to support their emerging understanding n consistently implement policies around routines and daily practices to meet children needs at the highest level.

p.4

Setting details

Unique reference number EY453805 Local authority Stockport Inspection number 10276206 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 5 July 2017

p.5

Information about this early years setting

The childminder registered in 2013 and lives in the Offerton area of Stockport, Cheshire. She operates all year round, from 7am to 6.30pm, Monday to Friday. The childminder holds a recognised qualification at level 3.

p.5

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector all areas used for childminding. n Children were observed taking part in their care routines during adult-led and independent play activities, indoors and outdoors. n The inspector held discussions with the childminder and looked at relevant documents, including a first-aid certificate, at appropriate times during the inspection. n The inspector spoke to parents and viewed written feedback. n The inspector carried out a joint evaluation of an activity with the childminder.

p.5

Inspection activities

16 March 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.

p.5

Inspection activities

16 March 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7