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 are keen and motivated learners. This is largely because activities are fun and ignite children's curiosity. The childminder invests time and effort creating wonderful table-based activities, which are bright and inviting. Children giggle as they explore, and this enjoyment extends their good level of concentration and focus. To illustrate, children thoroughly enjoy playing with dough. They roll, pinch and pat dough, practising their hand-eye coordination. They show impressive, sustained concentration during this fun and stimulating activity.

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The provision is good

The childminder continuously talks to children, asking simple and relevant questions as they play. Children hear plenty of new words as the childminder describes what she is doing and labels objects as children play. Children listen intently as the childminder uses descriptive words and good sentence structure. This helps to extend children's vocabulary. Children spontaneously pick up books, which are easily accessible in the playroom. They enjoy a broad array of both fiction and non-fiction books. Children handle books with confidence, turn pages and look at illustrations. Children develop a love of literacy from a very early age.

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The provision is good

Children who attend this setting are happy, healthy and safe. They share lovely positive relationships with the kind and gentle childminder. They occasionally refer to her as 'auntie', illustrating the caring, family atmosphere they enjoy. Positive relationships contribute to children's strong sense of self-esteem. Children enjoy healthy and nutritious meals. During snack time, children often ask for more, demonstrating their good appetite and positive attitude towards healthy eating. This is a welcoming, bright and stimulating setting, where children make good all- round progress.

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need to do better?

n The childminder is extremely well organised. Everything is tidy and equipment and materials are always immediately available. This helps to aid the smooth running of activities and children's learning flows without interruption. n The childminder teaches children how to behave well. She successfully uses a number of strategies to promote children's good behaviour. For instance, visual timetables help children to understand what happens 'now and next'. Routines are well established, and children are reassured by familiarity. Children benefit from rewards, such as stickers. Verbal praise is lavished upon them continuously. Children behave well, and the childminder successfully teaches children right from wrong. n The childminder values parents as children's primary and most important educators. Parents comment, 'The childminder has created such a warm, loving and safe space that has helped my child grow.' She works closely with parents,

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need to do better?

9 April 2025 and this truly collaborative approach helps to ensure that children benefit from seamless and complementary care and learning between the home and setting. n The programme of learning is broad and varied. Activities offered in the childminder's home are complemented with trips and outings in the local community. For instance, children enjoy trips to local parks and museums and visits to the library. Children experience a broad and balanced curriculum, which impacts well on their learning and progress. n The childminder's teaching is good. She plans activities that are specifically aimed at extending children's knowledge. She has robust systems in place to observe and assess children. These systems help the childminder to build an accurate picture of what children can do and their next steps. This informs her teaching, and children are supported to make good progress. n Children are developing as confident, independent learners. They often complete

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need to do better?

tasks for themselves while the childminder steps back and allows time for children to try and have a go. For example, children pour their own drinks at snack time and help to cut fruit prior to eating. This successfully helps to build children's 'can-do' attitude. n The childminder works in partnership with a range of professionals. For instance, she shares ideas with other local childminders and receives support from local authority professionals. These relationships enhance the childminder's practice. However, when children move on to other nurseries, the childminder does not always work with nursery teachers to help children make a smooth transition and provide continuity in their learning. n The childminder is conscientious and shows a desire to offer children and families good-quality service. To illustrate, she reads widely and searches online for new and fresh activity ideas. However, the childminder does not have a plan

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need to do better?

for her ongoing professional development, through wider training, to enhance her already good skills and knowledge further.

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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 strengthen partnership working with teachers and nursery professionals when children leave the setting to help them to make a smooth transition and provide continuity in their learning n identify a precise plan for ongoing professional development, beyond statutory training, to develop skills and strengthen practice even more.

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Setting details

Unique reference number EY312570 Local authority Stockport Inspection number 10380625 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 7 Date of previous inspection 17 June 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Stockport, Manchester. She operates from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3. The childminder provides government funded places for childcare.

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Inspection activities

n The inspector viewed all areas of the registered property. During this learning walk, the inspector and childminder discussed safety measures and how the environment is organised. n The inspector talked to the children at appropriate times during the inspection and took account of their views. n The inspector observed interactions between the childminder and the children during activities, and the quality of teaching was evaluated. n The inspector sampled key documentation, including suitability checks, training certificates and insurance documentation. n Written parental comments were considered.

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Inspection activities

9 April 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

9 April 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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