Ewbank, Sally

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 creates a welcoming environment in which children are encouraged to explore, play and build upon their prior learning. Children demonstrate they feel safe and secure. The childminder builds warm and trusting relationships with the children. She knows them well and is alert to their individual needs. For instance, when children become sad, she responds with calm and positive interactions. Children benefit from the childminder's nurturing attitude. For example, when children struggle to peel their orange at snack time, the childminder models how to achieve this task. She offers an abundance of praise to recognise children's achievements. For example, when children complete the jigsaw puzzle together, they give each other a 'high five' and say, 'We did it.' This boosts children's self-confidence.

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The provision is good

The childminder understands how children learn and develop. She implements an ambitious mathematics curriculum that supports children's developing understanding of number and shapes. The childminder weaves mathematics very well through children's play and routines. For example, during snack time, the childminder introduces the word 'half' as children split their oranges into two pieces. Furthermore, the childminder develops children's understanding of concepts such as the names of shapes and how many edges a shape has. She introduces new mathematics language to children and engages them in conversation. This helps to broaden children's vocabulary. Later, children demonstrate their learning of shapes as they recognise shapes in their environment. Children burst with pride as they recognise an oval and semi-circle. Children make good progress in their early mathematics and language development.

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need to do better?

n The childminder provides opportunities for children to learn about the wider world. She takes children on visits to the local park and farm to learn about and care for animals. Furthermore, children enjoy exploring the plants in the garden, observing how peas have grown from the seeds they have planted. They confidently recall prior knowledge as they water their plants, explaining that plants need water to grow. Children take ownership and show a good understanding of how things grow. n The childminder encourages children to develop good independence skills. She provides opportunities for children to do things for themselves, such as peeling their fruit at snack time. Furthermore, children use the bathroom independently and wash their hands. Children are developing self-care skills needed for their future. n The childminder has good procedures in place to closely monitor each child's progress. This enables her to promptly identify children who may need additional

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need to do better?

3 July 2025 support. She works closely with the parents to share and implement strategies that will support children. This helps to ensure that children receive the targeted support they need, and any gaps in learning quickly close. n Children are beginning to learn about some of the ways to stay healthy. The childminder provides nutritious meals and ensures children have fresh drinking water. Children benefit from daily access to the outdoor area. Furthermore, good hygiene practices are embedded. For example, the childminder encourages children to wipe their own noses independently. Children develop an understanding of the importance of good healthy habits and how to take care of their bodies. n Overall, children behave well. They follow instructions and help to tidy up. However, on some occasions, when children struggle to manage their behaviour, such as throwing or taking toys, the childminder does not always consistently

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need to do better?

explain to children why their behaviour is not acceptable. This does not always help children to understand how their behaviour impacts on others and determine what is right and wrong. n The childminder develops positive partnerships with parents and carers. Children's progress is shared regularly through daily discussions and photos. This keeps parents well informed about their child's development. The childminder provides guidance on topics such as toileting and sleep routines and ideas to extend learning at home. This partnership working helps to ensure consistency between the childminder's setting and home. n The childminder values continued professional development and accesses a range of additional training to help broaden her skills and knowledge. This commitment helps her to provide good-quality teaching to children. The childminder attends all mandatory training and networks with local childminders

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need to do better?

to share good practice. This helps her to enhance children's experiences within the curriculum.

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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 behaviour management strategies to help children to realise the impact their behaviour has on others and understand what is expected of them.

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Setting details

Unique reference number EY546289 Local authority Stockport Inspection number 10401443 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 10 Date of previous inspection 25 September 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Cheadle Hulme. She operates all year round from 7.15am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. 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

3 July 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

3 July 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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