Duckworth, Joanne

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 enjoy their time with the childminder and their friends. They have strong attachments to the childminder and feel secure in her care. Babies enjoy cuddles throughout the day and young children approach her for reassurance when new adults arrive to visit. The childminder makes her expectations clear to children. They respond well to instructions and understand the well-structured routines of the day. For instance, children happily carry their plates to the table at mealtimes. This helps to boost children's confidence as they contribute to the provision. Children develop independence skills as they learn to do things for themselves. For example, they learn to put on their own shoes and coats before they go outside to play. Children learn to evaluate their surroundings and to manage risk. For example, they hold the handrail as they carefully climb steps in the garden, with support from the childminder.

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The provision is good

Children enjoy daily outings with the childminder. They enjoy craft activities at playgroups and story sessions at the local library. Children develop their social skills as they meet with other childminders and children for play sessions in their homes and gardens. They proudly invite their friends to play in their childminder's garden too. The childminder helps children learn to share and take turns with the resources and play equipment. Children learn to understand and manage their emotions and to resolve frustrations appropriately.

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need to do better?

n The childminder prioritises outdoor play and promotes children's physical development well. Young children climb, swing, and slide confidently as they develop their large muscles and coordination on the play equipment. They delight in riding on the roller coaster in the childminder's garden, asking her to push them faster as they practise their balance and control. n The childminder promotes children's developing language skills. They enjoy stories and join in with familiar actions to their favourite songs. The childminder continually chats to children, narrating their play. She engages babies in back- and-forth interactions, supporting their communication skills. Children continually learn new words and have lots of opportunities to practise their emerging speech. n The childminder promotes children's early mathematics skills. They look at capacity and shape as they play in the sand tray. The childminder uses

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need to do better?

appropriate mathematical language and supports them to begin to recognise number. Children begin to count and to understand early mathematical concepts. n The childminder uses effective methods to monitor and assess children's progress. She works closely with parents to assess accurate starting points for children's learning. The childminder shares children's progress with parents

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need to do better?

15 May 2024 regularly and includes their views on what children know and can do in her assessments. Children make good progress in their learning and development. n The childminder has strong relationships with parents. She helps them to support children's growing independence at home and gives them ideas to help to extend children's learning further. The childminder offers advice to parents on issues such as toilet training and healthy eating. Parents feel involved in their children's learning and are grateful for the childminder's support. This helps children to make even better progress towards their targets. n The childminder helps children to learn how they are each unique. For instance, they watch video clips to enhance their understanding of each other's heritage. The childminder helps children and their families to understand some of the challenges faced by those living with life-limiting conditions and disabilities. They

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need to do better?

learn about having empathy and respect for others. Children begin to understand about difference and similarity in our diverse world. n The childminder shares information about children's learning with other early years professionals involved in their care. She has links with local schools and shares her professional opinions with staff at schools that children will attend to aid their transition to school. This helps to ensure consistency in children's care and learning. n The childminder shares ideas with other childminders to help to evaluate her provision. She completes mandatory training and sources some additional training to refresh her knowledge. However, she does not always focus her professional development on the areas which will be of most benefit to children.

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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.

p.3

should:

n target professional development more precisely to help to continually raise the standard of care and learning that children receive.

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Setting details

Unique reference number EY474808 Local authority Stockport Inspection number 10339271 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 6 Date of previous inspection 6 July 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Stockport. She operates all year round, from 7.30am to 5.30pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. 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 provider 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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children communicated with the inspector during the inspection. 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 inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

15 May 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

15 May 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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