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

The childminder promotes children's emotional security in this warm and welcoming setting. She is enthusiastic and caring and places a strong emphasis on getting to know the children and their families very well when they first start. This process of offering extended settle-in sessions, along with the gathering of detailed information from families, helps to ensure children form secure attachments with the childminder. Children demonstrate a strong sense of belonging in the setting.

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The provision is good

The childminder has developed a curriculum rich in experiences to support children's learning across all areas. She instils values of inclusivity and compassion, and everyone is welcome in the setting. Children are learning about each other's similarities and differences in an age-appropriate way and have many opportunities to explore the local community in which they live. Children are eager to support their friends and are developing positive attitudes to learning.

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The provision is good

The childminder is a positive role model and embeds kindness and good manners into the daily routine. She has high expectations for children's behaviour and learning. Children follow these expectations well and are beginning to recognise their own feelings and those of others. Children display high levels of confidence and emotional security. They are learning to form good relationships with their peers and demonstrate contentment in the setting.

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need to do better?

n The childminder understands the importance of singing songs and rhymes to support children's emerging language skills. Children have a daily song time and recall the words to familiar songs such as 'Sleeping Bunnies'. This helps children to extend their vocabulary and develop in confidence. n The childminder places a strong focus on promoting children's physical development. Children have access to a large, secure garden where they can explore and run around freely. Children's coordination and hand-eye skills are developing as they draw on the flagstones with chunky chalk sticks. Opportunities such as these help to develop children's hand muscles in readiness for early writing. n The childminder uses children's interests to motivate them to extend their learning. For example, she draws a plane with chalk to ignite a child's current fascination in planes. This is followed with plane spotting in the sky and

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need to do better?

conversations around how they stay up in the air. These real-life links in learning help to secure children's effective progress and teach them a growing understanding of the world. n The childminder teaches children to take age-appropriate risks and challenge themselves as they play. For example, even the youngest children are keen to

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need to do better?

12 September 2024 have a go at climbing up the steps on the slide. They do so in the knowledge that the security of the childminder is close by. They receive an abundance of praise when they succeed. This gives them a sense of achievement and develops their perseverance. n Children play and interact with each other amicably. The childminder narrates children's play and extends their vocabulary by offering additional words and phrases for them to repeat and learn. Children are learning to listen carefully and enjoy using new words. n The childminder is reflective and recognises the importance of prioritising further professional development. She precisely identifies future training opportunities in order to enhance her skills. However, the childminder does not consistently implement her new learning in order to positively impact on children's outcomes or learning experiences. n The childminder is self-motivated to make continuous improvements to her

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need to do better?

setting. She offers any assistants 'in the moment' discussions to give feedback in a timely manner. However, she does not routinely identify specific areas of practice to support in developing these skills further. This does not effectively support her to evaluate and build upon existing skills. n Parents speak highly of the childminder and are provided with daily updates about their children's progress. This is extended by the childminder who offers support and strategies to further their children's learning and development at home. Transitions to school are seamless due to the thorough information- sharing process, and this helps to ensure that all children are ready for their next stage.

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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 consistently apply the knowledge and skills acquired from training to enhance children's learning and experiences n build upon the current arrangements for supporting assistants in order to help them to extend their current knowledge and skills further.

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Setting details

Unique reference number EY535906 Local authority Stockport Inspection number 10350939 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 12 Number of children on roll 11 Date of previous inspection 18 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in the Gatley area of Cheadle. She operates from Monday to Friday, 7.30am to 6pm, all year round. The childminder provides funded early education for two-, three- and four-year-old children. The childminder works alongside an assistant.

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Inspection activities

n The childminder and the inspector discussed the curriculum and the intentions for children's learning. n The inspector observed the childminder's interactions with children during play and daily routines. n The inspector spoke to children and an assistant at appropriate times and took this into account in their evaluation of the childminder. n The childminder provided the inspector with a sample of relevant records and key documentation, including evidence of suitability checks for her assistant and statutory progress checks for the children. n All areas of the premises were viewed and the inspector took account of how the childminder ensures that children are safe and secure.

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Inspection activities

12 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

12 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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