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 Outstanding

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The provision is good

The experienced childminder creates a warm and friendly atmosphere in her provision. This helps children to feel happy and safe. The childminder continuously enhances her professional knowledge and skills. She observed a speech and language therapist using a bag of nursery rhyme props to promote children's communication development, then developed a similar resource herself. Children eagerly take turns to find a nursery rhyme toy in the bag. They learn the words and actions to the rhymes. The popular activity helps children to develop an awareness of rhyme, rhythm and sentence structure. This promotes their readiness to read, when the time comes.

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The provision is good

The childminder devotes time and planning to forming positive relationships with the families her provision serves. Parents and carers praise her organisation of group outings that help everyone to get to know each other. The events help children to feel that they are at the heart of a caring community. This promotes their emotional well-being. The childminder teaches children to follow her rules and routines. At tidy-up time, she gives children specific tasks and shows them what she wants them to do. This promotes children's independence. They learn the expectations for their conduct and begin to play a full part in group tasks.

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need to do better?

n The childminder sets out clear intentions for her curriculum. She wants children to become self-motivated learners. To achieve this, the childminder makes her toys accessible and encourages children to make decisions about what they would like to play with. This enables children to pursue their own lines of enquiry. It promotes children's engagement, concentration and thinking. n The childminder demonstrates high expectations for children's good manners. Children know that they must ask calmly and politely for things that they want. This is demonstrated at lunchtime, when children request another yoghurt. Children accept the childminder's decisions and the reasons that she gives. They become self-controlled participants in group events. This promotes children's capacity to listen and learn. n The childminder knows the knowledge and skills that she intends children to acquire. However, there are occasions when their learning is not sequenced

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need to do better?

effectively enough. For example, the childminder wants children to learn to write. But she plans activities that require precise pencil control, before children have developed sufficient hand strength and dexterity to succeed. This does not provide the very firmest foundation for children's early writing. n The childminder skilfully uses props to tell and repeat familiar stories. Children begin to remember the main events. They learn that stories have a beginning, a middle part and an end. Children have fun joining in with the repeated phrases

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need to do better?

26 April 2024 in favourite stories. They discover that books contain interesting things to learn and to talk about. n The childminder helps children to learn words in meaningful contexts. They busily copy her when she flattens a piece of play dough and says 'pat pat'. However, there are occasions when the childminder does not help children to distinguish between words that are nouns and words that are adjectives. Children, sometimes, do not know whether they should say the name of an item or its colour, when they answer the childminder's questions. n The childminder promotes children's physical development. They roll out play dough and squeeze it as hard as they can in their hands. They pick up little sunflower seeds to plant them. The activities promote children's small-muscle development. Children join in enthusiastically with action rhymes. Their whole- body movements promote children's coordination, core strength and balance.

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need to do better?

n The childminder prepares healthy, nutritious food for children. She encourages them to try some of everything on their plates. They learn that a balanced diet includes different tastes and textures of food. Children know that they must eat some of the savoury course before they eat dessert. The well-embedded routine helps children to learn to manage their desire and appetite for favourite foods. n The childminder teaches children habits that promote their health and safety. Children clean their hands before and after they eat. This helps to prevent stomach upsets and the spread of infection. Children know that they must stay seated at mealtimes. This helps to prevent incidents of choking.

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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 structure the curriculum so that activities build even more sequentially on what children already know and can do n strengthen techniques for teaching vocabulary.

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Setting details

Unique reference number 306689 Local authority Stockport Inspection number 10335644 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 11 Date of previous inspection 22 June 2018

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Information about this early years setting

The childminder registered in 2000 and lives in Gatley. Her provision operates all year round, from 8am 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 explained to the inspector her approach to planning the curriculum. n The inspector and the childminder observed and discussed children's learning. n The inspector spoke with parents and read their written feedback. She took account of their views. n Documents used in the childminder's provision were viewed and evaluated by the inspector.

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Inspection activities

26 April 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

26 April 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

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