Stack, Lisa Marie

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 warmly welcomed into this home-from-home environment by the nurturing childminder. The childminder provides love and care for the children, who are happy and settled in her care. Children confidently move around the childminder's welcoming home, showing a strong sense of belonging.

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The provision is good

The childminder has high expectations of children's behaviour and encourages them to be considerate of each other and living things. Children show their kindness as they gently stroke the pet cat and play cooperatively. The childminder uses a calm and consistent approach to supporting children to manage their emotions and to understand the expectations and routines of the setting. Children eagerly help the childminder with daily routines, such as tidy-up time.

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The provision is good

The committed childminder has designed an exciting, aspirational curriculum. Overall, she implements this well. The childminder uses children's interests to spark their curiosity and engagement. Children giggle with excitement as they explore a range of textures, such as cornflour and ice. The childminder encourages children to have a go and to do things for themselves. These opportunities help to promote children's self-esteem as they show pride as they put on their own coats and safely cut up their own fruit at snack time. All children are eager learners and make good progress.

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need to do better?

n The childminder places high importance on supporting children's communication and language. She encourages conversations throughout the day. The childminder uses opportunities to introduce new words as children play. However, occasionally, she asks children several questions in quick succession, without giving time for them to respond. This reduces opportunities for children to explore their ideas and thoughts more thoroughly. n The childminder values the importance of reading aloud to the children. She captivates children's interest as she uses puppets and an animated voice to read books to them. Children retell their favourite parts from the pictures and remember repeated phrases from stories that the childminder has previously shared. These opportunities help children to develop a love of books and reading. n Early mathematical concepts are taught in an enjoyable way as the childminder interacts with the children. For example, as children explore weighing scales, she

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need to do better?

encourages them to measure the weight of different items. As children find insects, the childminder introduces mathematical language, such as 'tiny', to describe them, and she encourages the children to count how many legs the insects have. Older children are confident to use their mathematical knowledge

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need to do better?

2 September 2024 as they describe the size of their family members. n The childminder ensures that the children have lots of opportunities for learning in the local area. Children experience regular outings where they meet up with other childminders and people in the community. Children talk about these experiences with fondness as they discuss finding minibeasts when they went for a walk and how they help to care for the local herb garden. This develops children's understanding of their local community and supports them to form positive relationships with others. n Close relationships have been established with parents. The childminder keeps parents informed about children's learning and seeks regular feedback from parents and children to inform the evaluation of her setting. Parents say that their children enjoy their time with the childminder. They say that they have seen lots of progress with their children's confidence and communication and

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need to do better?

language skills since they have been attending the setting. n The childminder regularly reflects on her own skills and knowledge. She has a positive attitude towards training and continuous improvement to build on her skills over time. The childminder uses this knowledge to implement a broad and interesting curriculum. She has an excellent knowledge of each child's level of development and understands what they need to learn next. However, some activities are not planned carefully enough to closely reflect what children already know and can do to fully extend their individual 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 provide children with the time they need to gather their thoughts and respond to questions n refine the planning of activities in the curriculum to reflect children's individual learning even more precisely.

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Setting details

Unique reference number EY419538 Local authority Manchester Inspection number 10362497 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 8 April 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Manchester. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She 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 inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and the children. n Children communicated with the inspector during the inspection. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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Inspection activities

2 September 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

2 September 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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