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

p.1

The provision is good

Children show they are settled and feel secure in the childminder's home. They confidently move around the space, asking for favourite toys and explaining what they would like to do. This shows that children are confident to express their views. The childminder further promotes this sense of belonging in her warm interactions with children. The childminder aims to ensure that children have fun while learning. She provides a diverse curriculum that considers children's interests. For example, knowing that children enjoy playing outdoors, the childminder offers a variety of exciting and engaging activities. As a result, children play and learn happily.

p.2

The provision is good

Children show pride in their achievements. When they master blowing bubbles from the pot, children are keen to show the childminder how big they can blow them. Children receive praise from the childminder for their achievements, helping to raise their self-esteem and confidence. This results in children developing a positive attitude towards learning.

p.2

The provision is good

The childminder supports children to behave in a positive way. She encourages children to share with each other by showing them what to do and being a positive role model. When children occasionally need support with their behaviour, the childminder speaks to them calmly and sensitively and shows them what to do. The childminder praises children when they are doing the right thing.

p.2

need to do better?

n The childminder provides a clear curriculum for adult-led activities. She provides clear guidance to children on how to build using magnetic bricks. Children are deeply engaged as they twist and turn the bricks connecting them. They learn how to follow instructions. However, although children enjoy playing and interacting, the childminder sometimes moves too quickly from one thing to another. This means children, especially older children, are not provided with opportunities to develop attention and concentration skills. n Children enjoy daily opportunities to be active and enjoy fresh air in the childminder's garden. They make good progress in their physical development and access resources that support their large motor skills. The childminder completes ongoing risk assessments and deploys herself well when outdoors. However, the childminder does not use all opportunities to help children to understand how to identify and manage risks in their environment. This affects

p.2

need to do better?

children's ability to manage risks they may encounter. n Children begin to incorporate early mathematical concepts in their activities. The childminder uses language for size, amount, colours and shapes as children play. For example, while connecting the bricks to make patterns, she counts the colours and supports the children to recognise the next colour in the pattern.

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need to do better?

13 June 2025 Children work on problem-solving and critical thinking while they explore the puzzles. This helps children to establish skills for future mathematical achievements. n The childminder ensures that children's communication and language skills develop well. The childminder enhances these skills through nursery rhymes, stories and role play. There are plenty of opportunities for children to initiate conversations with adults and their peers. For example, children ask 'what is for lunch' as the childminder prepares their meal. The childminder is responsive to all the children. She repeats words several times to help children develop their vocabulary and become confident communicators. n The childminder is committed to developing and extending her skills and knowledge. She attends relevant online training and uses new information to shape the provision for children. For example, the childminder has recently

p.2

need to do better?

completed autism training, which has helped her to gain an understanding of how to handle certain situations that children with autism may face. n Parents appreciate how well cared for their children are with the childminder. They receive daily feedback that makes them feel included in their children's time at the setting. Parents explain that the childminder is approachable, and they love the range of activities that children have access to. The childminder shares regular reports to keep parents up to date about their child's progress. This helps to ensure a consistent approach to children's learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n allow children more time to explore and engage in activities to help develop their focus and concentration levels n improve skills to fully support children's knowledge and understanding of how to identify risks themselves.

p.3

Setting details

Unique reference number EY285093 Local authority Stockport Inspection number 10380822 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 25 June 2019

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Stockport. She operates all year round from 7.30am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides government funded places.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 June 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

13 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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