Childminder 318415

Inspection date 22 August 2019 Previous inspection date 16 October 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is experienced and knowledgeable. Coupled with her motivation and passion for working with young children, the quality of service offered is consistently good. n The childminder reads widely and completes appropriate training. This helps to enhance her already good skills and builds confidence. For example, recent training relating to child protection helps to extend the childminder's good knowledge in this aspect of practice. n The childminder has the utmost regard for children's safety. She is highly vigilant and ensures that her full, undivided attention is given to children in her care. The childminder frequently checks children are nearby and asks them if they are happy and content. Children's safety is promoted through close supervision and children demonstrate that they are emotionally secure and happy. n The childminder skilfully adapts her interactions to meet children's differing needs and

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This provision is good

abilities. Children receive appropriate levels of challenge and make good progress. n Children are well supported in their ongoing development. The childminder completes accurate and frequent observations of children. She understands children's abilities and her teaching is tailored precisely to children's development needs. n The childminder is affectionate, gentle and kind in her interactions with children. Children respond well to her frequent nurturing attention. n Sometimes, the childminder does not make the most of opportunities to extend older children's mathematical counting skills beyond their current capabilities. n At times, the childminder is overly attentive and completes tasks for children without allowing time and space for them to try for themselves. This prevents children from developing their independence at the very highest level.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n make the most of opportunities as these arise during play to extend older children's mathematical counting skills even further n extend children's already good independence and enable them to complete or try to undertake everyday routine tasks for themselves.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation, including evidence of the suitability of persons living at the registered premises. n The inspector spoke to children during the inspection. n The inspector took account of the views and comments of parents.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure knowledge of her responsibilities associated with child protection. She is confident to identify and swiftly respond to safeguarding concerns in an appropriate manner, if required. The childminder develops effective and fruitful relationships with other professionals. For example, she discusses good practice ideas and compares teaching techniques with other childminders. The childminder makes good use of these relationships to help her reflect and improve her practice. The childminder recognises the value of working closely with schools and other nursery settings children attend. She links her activity planning to topics delivered elsewhere. Consistency in teaching helps to optimise children's learning. Additionally, partnerships with parents are effective to further promote consistency for children.

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Quality of teaching, learning and assessment is good

Children benefit from high-quality teaching and positive interactions delivered by a skilful childminder. The childminder is a good role model and competently guides children's learning through her interactions. To illustrate, children are provided with clear instructions when playing a card game. They practise their physical coordination and confidently follow instructions as they attempt to spin a wheel and progress the game. The childminder creates an excellent learning environment. A broad range of toys are available to support learning for children of all ages and abilities. The environment is further enhanced by bright displays, learning posters and background music to help to stimulate children and promote engagement and learning. The childminder incorporates children's interests into play. This helps to inspire and excite children. For instance, children show a particular interest in dinosaurs and this is weaved into various aspects of

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Quality of teaching, learning and assessment is good

play. Learning is made enjoyable and children make good progress.

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Personal development, behaviour and welfare are good

Children are immensely reassured by the childminder and demonstrate emotional security in her care. They seek out the childminder to join in their games and sit closely during story sessions, clearly sharing positive relationships. Children plant and nurture carrots in the childminder's garden. They learn where their food comes from and develop a positive attitude to healthy eating. Children are cooperative, social and behave well. For example, they pat the chair next to them to indicate they wish their friends to sit close by. Friendships flourish, helping to enhance children's experiences and social skills.

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Outcomes for children are good

Children make good progress from their starting points. They have fun as they learn, and in turn they are eager to try new things and investigate with motivation. This creates a good foundation for learning. Children enjoy books. They look at illustrations, follow the main events in stories and recall characters. Children develop good early literacy skills. They know what they like and assert their wishes and ideas with ease. For example, children eagerly shout their food preferences when offered snacks and lunch. Children are confident and assertive. They acquire key skills in readiness for school.

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Setting details

Unique reference number 318415 Local authority Trafford Inspection number 10066426 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 6 Date of previous inspection 16 October 2015

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Registers

The childminder registered in 1997 and lives in Manchester. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Registers

This inspection was carried out by Ofsted 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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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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Registers

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Registers

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Registers

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Registers

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