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 show that they feel happy and safe in the busy, welcoming, home-based setting. They form close friendships within the group and grow up in a companionable way together. The promotion of children's understanding of numbers and counting is a strength of the provision. Toddlers learn to say numbers in reverse order when they shout, 'three, two, one, wee!' before whizzing down the slide in the well-equipped outdoor area. The childminder works with pre-school children to make a bridge. They discover that adding bricks to the support towers makes the bridge higher and that putting more bricks on one side than on the other, makes the bridge slope.

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The provision is good

The childminder and her co-childminder model polite, caring behaviour that fosters a positive atmosphere in the provision. Children copy them. They use good manners and speak kindly to each other. Pre-school children play cooperatively. They work together to complete a small-world construction project. Parents and carers comment that the childminder and her co-childminder are key people in their children's lives. They say that children want to talk about the other children and to tell them about the exciting events of the day. This helps everyone to promote children's communication and language development really effectively.

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need to do better?

n The childminder and her co-childminder motivate and support each other to keep developing their practice. Recent training prompted the childminder to consider the number and type of questions that she asks children to answer. She now aims to 'comment more and question less'. The impact is that conversations flow more smoothly and that children feel even more encouraged to develop their own ideas and thinking. All children make good progress in their learning. n The childminder teaches vocabulary in meaningful contexts. At snack time the childminder tells children the names of the food items on the plate. Children see, taste and smell the food. The multisensory experience helps them to remember the word for each item. Children join in with alternating patterns of movements and say the alternating nouns out loud. This promotes children's coordination and physical development. It helps them to link words to actions.

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need to do better?

n Books and stories are central to the childminder's curriculum. Children enjoy hearing familiar stories. The repetition helps them to remember the order of events and to learn that stories have a beginning, middle and end. The childminder reads a book by Eric Carle to children. She helps them to explore a reference page that shows pictures of books by the same author. This promotes children's understanding of how information is organised and retrieved. n The childminder applies her knowledge of British values in her teaching. For example, she asks all of the children to say whether they want the next activity

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need to do better?

11 March 2025 to be story time or outdoor play. Children confidently express their own view and politely listen to the views of others. This helps them to learn how to act democratically and to respect a majority decision. n The childminder sequences children's learning. They learn, step-by-step, to put on their own shoes and coats. This helps children to develop independence ready for school. However, some learning is less well sequenced. Children enjoy using scissors with the encouraging childminder. However, the task she sets requires skills that are far in advance of children's existing achievements. Children, therefore, cannot succeed. n The childminder shares information effectively. She works in partnership with parents to complete the progress check for children aged between two and three years and to share it with other professionals, such as the health visitor. The childminder ensures that she updates her knowledge of local safeguarding

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need to do better?

procedures. This helps her to seek advice and to make timely referrals if she has concerns about children's well-being or safety. n The childminder keeps well-organised records. She obtains and acts on information about children's health conditions and any allergies to particular foods. This helps her to ensure that children are catered for safely. The childminder implements a robust risk assessment process. This helps her to identify and minimise hazards to children in her home and on outings.

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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 sequence the curriculum so that activities build even more precisely on what children know and can do.

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Setting details

Unique reference number EY403661 Local authority Stockport Inspection number 10375926 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 15 Date of previous inspection 9 May 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Stockport. Her provision operates all year round, from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with a co-childminder and sometimes works with an assistant. She holds a qualification at level 3 and provides funded early education.

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Inspection activities

n The childminder and the inspector held discussions about how the childminder plans and implements her curriculum. n The childminder and the inspector observed and discussed children's learning. n The inspector observed interactions between the childminder, her co-childminder and the children. n The inspector read written feedback from parents and took account of their views. n Documents used in the childminder's setting were sampled and evaluated by the inspector.

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Inspection activities

11 March 2025 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

11 March 2025 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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