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 settle well and they feel safe in the care of this kind and experienced childminder. She gathers information from parents about children's routines, likes and dislikes. This helps her to provide consistency between her provision and home. Children are secure and they show good levels of confidence. They demonstrate this as they follow the routine. For example, children know where to put their shoes and belongings as they arrive. Parents say the childminders home is like their children's 'second home'. Children are happy and content.

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The provision is good

The childminder plans her curriculum to support children's independence. She focuses this on helping to prepare children for their next stage in learning. For example, the childminder helps children to think about the weather as they decide what shoes to wear. Children consider if they need to wear a coat or jumper. They learn to make meaningful decisions. The childminder supports children to develop self-care skills. For example, she encourages them to put on their own shoes. Children become increasingly competent and show good levels of independence. The childminder has high expectations for children's behaviour. She models turn taking and sharing as she interacts with children. Children copy these behaviours as they play. They share and show good manners, saying 'please' and 'thank you'. Children's behaviour is good.

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need to do better?

n The childminder uses professional development to build her knowledge and to improve practice. For example, following recent training the childminder is confident in screening children's language development. The childminder effectively identify gaps in children's communication and implements effective interventions to support their progress. The childminders professional development is effective in supporting improvements and outcomes for children. n The childminder helps children build their knowledge of early maths. For example, she demonstrates how to sort toy animals into groups. Children thoroughly enjoy putting all the elephants together and putting all the zebras in a separate group. The childminder extends children's learning by helping them to count the animals. Children learn to sort and match. They practice and develop their counting skills. n The curriculum supports children's physical development. Children pretend to be

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need to do better?

a crab and manoeuvre around the room. They build strong muscles and develop their core strength. The childminder helps children to build their small muscles. Children show precision as they pick up small pieces of dough. Children develop their hand-eye coordination. n The childminder considers ways to support children's health. For example, she provides children with nutritious meals and snacks. Children know, through

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need to do better?

15 May 2024 discussions with the childminder, that fruit and vegetables keep their body healthy. They also learn some of the ways to keep their teeth healthy through having healthy food and drink. Children build their knowledge of healthy lifestyles. n The childminder helps children to enjoy and recall stories. Children are excited as they remember re-telling a favourite story as they walked through the woods. Children remember familiar phrases from the story and repeat these. Children develop a love of books. They practise memory skills which they will use when they learn to read. n The childminder takes the children on outings to meet other childminders and children. This gives children opportunity to play in a larger group. The childminder has noticed that this helps children to be confident in new environments. For example, children are eager to make friends with other children. In addition, the childminder talks to children about road safety. Children

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need to do better?

remind their friends to hold hands near busy roads. n The childminder helps children to have a positive transition to school. The childminder uses the regular trips to collect older children from school to help younger children familiarise themselves with the school environment. For example, the childminder encourages the children to show her where the classrooms are. Children say 'hello' to the teaching staff. In addition, the childminder reads stories to children about going to school. Children talk enthusiastically about their transition and they have a positive attitude to starting school. n The childminder understands the different ways in which children learn and she wants them to be curious in their play. However, she does not always plan the curriculum to support children to fully immerse themselves in imaginary play to help them develop their creativity. Therefore, children do not fully enhance their

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need to do better?

skills of investigation and exploration.

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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 enhance the implementation of the curriculum to support children to develop their imagination and creativity, through learning experiences that ignite their curiosity and skills of investigation.

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Setting details

Unique reference number EY355140 Local authority Stockport Inspection number 10339339 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 8 Date of previous inspection 11 July 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Bredbury, Stockport. She holds an appropriate childcare qualification at level 3. The childminder operates from 7am to 6pm, Tuesday to Friday except for bank holidays and family holidays. From August 2024, the childminder will be working on Mondays as well. 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 childminder and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. 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 Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between staff/the childminder and 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

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

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

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