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 demonstrate that they feel happy and secure in the experienced childminder's home. They confidently move around her welcoming home, showing a strong sense of belonging. Overall, the learning environment supports children to make choices and lead their own play. Children confidently invite visitors to join in their play. The childminder has high expectations of children's behaviour. She consistently models good manners, which motivates children to do the same. Children respond well to the childminder's nurturing approach. Their behaviour is very good.

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The provision is good

The childminder has high ambitions for all children. She provides an interesting and well-sequenced curriculum based on her knowledge of what children need to learn next. All children make good progress from their individual starting points. The childminder prepares children well for the next stages of their learning. She forms strong links with other settings and schools to help to provide a consistent approach to children's learning and development. Children recall and build on their previous learning. For example, they learn about life cycles and growth. Children excitedly observe the growth of sunflowers that they planted earlier in the year. They recall the different stages of the sunflowers' growth. This supports children to increase their understanding of nature and the world around them.

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need to do better?

n The childminder establishes highly effective partnerships with parents. She supports parents with home learning opportunities. For example, the childminder provides parents with activities to enjoy at home that focus on children's individual next steps. This helps to ensure a consistent approach to children's learning experiences. Parents are extremely happy with the care that their children receive and the progress they have made. n The childminder places a strong emphasis on children's communication and language skills. She engages with children as they play and models new language. The childminder supports children to extend their sentences and become confident communicators. The childminder regularly asks questions. However, these do not always support and encourage children to develop their critical thinking skills further. n Children have good opportunities to develop healthy lifestyles. The childminder

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need to do better?

successfully implements good hygiene routines. Children understand the importance of brushing their teeth regularly. The childminder provides nutritious lunches and ensures that children have access to water throughout the day. Children learn how to keep safe. For example, they are encouraged to help prepare their healthy snack. Children are closely supervised as they carefully chop up fruit. This supports children to be increasingly independent and to

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need to do better?

5 August 2024 understand the importance of good health and well-being. n The childminder provides children with a rich range of toys and resources that reflect children's evolving interests and needs. Children independently choose the toys they would like and engage well in their chosen activities. That said, when children have finished playing, the childminder does not encourage them to put the toys back before selecting different ones. This means that, on occasion, play spaces become cluttered. n The childminder demonstrates an excellent commitment to her own personal development. She actively evaluates her practice and engages positively with support from the local authority. The childminder networks with other local childminders to share good ideas and activities. Opportunities such as these help the childminder in continuing to raise the quality of her teaching further. n Children develop confidence and a positive sense of belonging as they explore

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need to do better?

the local community. The childminder takes them to a soft-play centre, playgroups and the park with other childminding groups. This develops children's understanding of their local community and supports them to make positive relationships with others. n Parents speak highly of the dedicated childminder. They value the good communication from the childminder about their children. Parents comment that the childminder has become part of the family and will go above and beyond to support the family. For example, she offers a pick-up and drop-off service when parents experience transport difficulties. This helps to ensure that children are able to continue to attend and they do not miss out on any learning.

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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 questioning skills and support children to develop their critical thinking skills more consistently n help children to take responsibility for their toys and resources, so that the learning environment remains well organised.

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Setting details

Unique reference number EY420143 Local authority Stockport Inspection number 10350871 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 3 Date of previous inspection 7 September 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Cheadle, Stockport. She operates all year round from 8.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder's husband is registered as her assistant for emergencies. 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 childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The inspector viewed feedback from parents and took account of their views. n The childminder provided the inspector with a sample of key documentation on request. n Children communicated with the inspector during the inspection. n The inspector carried out a joint observation of a group activity with the childminder.

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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

5 August 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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