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 and settled in the childminder's care. The childminder builds good relationships with the children. For example, the children and the childminder all enjoy cuddles together. The childminder gives children lots of praise and encouragement. This motivates children and supports them to grow in confidence and self-esteem. The childminder follows children's interests and provides experiences that are based on things they are interested in. This helps children to engage in activities for extended periods of time and develops their level of concentration. Children demonstrate positive attitudes to learning. For example, they take pleasure in looking at photos of the range of experiences they have engaged in, where they recall past events.

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The provision is good

The childminder has high expectations of children and supports them to have a 'can-do' attitude. For example, children take an active roll during baking activities. They crack eggs, mix the ingredients and observe what happens when the cakes are cooked. The good range of activities supports children to make good progress in their learning and development. Children are developing their independence. For instance, children squirt soap on their own hands and wash them without support. This helps children to be ready for their next stage of learning as they can undertake tasks for themselves.

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need to do better?

n The childminder supports children to develop their levels of understanding. For example, children enjoy listening to stories where the childminder talks to them about bats and spiders. This helps children to understand a wider range of topics and information. n Children develop their understanding of the world around them. For instance, they go on visits to the local library, and they pick blackberries during walks. This supports children to understand about the places and features in the community. n The childminder encourages children to develop their thinking skills. For instance, as children play with pretend aeroplanes, the childminder supports them to add 'petrol' to the pretend aeroplanes. She also encourages children to think about other things that might be in the sky. This helps children to show curiosity and extends the possibilities of the things they can do in their play. n Partnerships with parents are good. The childminder works closely with parents

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need to do better?

as children settle in and then continues to strengthen the relationships by ensuring that there is good communication in place. This helps to meet children's care and education needs. n The childminder uses spontaneous opportunities to help children build relationships and play together cooperatively. However, she does not consistently

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need to do better?

27 February 2024 support children to learn about emotions and feelings. Therefore, children do not fully understand how and why they might be experiencing certain emotions. n Children learn about germs and the importance of handwashing. For example, they wash their hands before eating, and the childminder sings with them about washing the germs away. This supports children to understand about the significance of healthy practices. n The childminder reflects on her practice, in order to make improvements. For example, she reads about how children learn and develop, which has helped her to listen more carefully to children and to understand the things they want to do. This helps to build a strong bond with children and keeps them engaged in the experiences that are provided. n Children are learning how to follow simple instructions. For example, they tidy up the toys together once they have finished playing. This benefits children as

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need to do better?

they learn how to take care of things. n The childminder supports children to develop their physical skills. For example, they learn how to balance beanbags on their head and feet. This aids children in developing their balancing skills and control of their bodies. n Children develop their hand-eye coordination and fine motor skills. For instance, they roll balls to knock down skittles and make marks on drawing boards. This helps them to develop the skills they need for early writing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the curriculum for personal, social and emotional development, in order to enhance children's understanding of emotions and feelings.

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Setting details

Unique reference number EY467191 Local authority Stockport Inspection number 10312424 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 30 April 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Marple, Stockport. The childminder operates all year round, from 8am to 5pm, 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 childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 February 2024 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 February 2024 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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