Childminder EY403379

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 and her assistant create an environment where children feel safe and secure. Children are happy, settled and display high levels of confidence. They demonstrate a strong sense of belonging within the environment. The childminder seeks the views of children and parents when she evaluates her setting to identify areas to improve. Children build up strong bonds with the childminder and her assistant and form secure attachments, which raises their self-esteem. The childminder plans a broad and exciting range of activities focused on children's interests. These activities also take into account what children need to develop further. For example, children make pretend birthday cakes with play dough and articulately count and estimate the number of candles on their cakes. The childminder has a clear understanding of what each child can do and needs to do in order to achieve well. She has high expectations of all children and teaches them

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The provision is good

the importance of resilience and perseverance. Children demonstrate good behaviour and know what is expected of them. They develop secure friendships and have positive attitudes towards their learning.

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need to do better?

n The childminder and her assistant promote effective care practices which support children's confidence and self-esteem. Children are motivated to learn about diversity and the world around them. The childminder supports children to be kind, considerate and respectful individuals. Children are taught to value differences between themselves and others. n Children demonstrate good language skills. The childminder and her assistant model language effectively. Children excitedly participate in singing activities and become fascinated while learning new rhymes. They show good physical dexterity as they move their bodies to different music and learn a wide range of new vocabulary. n The childminder and her assistant ensure that the curriculum they provide is exciting and varied. They provide a range of learning experiences that are tailored to children's individual needs and interests. They complete regular

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need to do better?

observations of children to assess their current level of development and plan for what they need to learn next. The childminder supports children with special educational needs and/or disabilities (SEND) well. Children, including those with SEND, make good progress from their initial starting points. n Children demonstrate good independence. Older children manage their personal needs well. For example, where appropriate, they are encouraged to eat independently and put on their own shoes. Children are actively involved in the preparation of nutritious home-cooked meals, which promotes their interest and understanding of healthy eating. n The childminder and her assistant promote children's mathematical skills very

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need to do better?

12 September 2019 well. Children become enthralled while counting dolls and articulately discuss the individual uniqueness of size and position. n The childminder and her assistant offer meaningful praise and encouragement to children. This supports children's self-worth and confidence. Children are well rounded and show positive attitudes towards their learning. n Children develop their early literacy skills well. They have access to an array of books and share story sacks with each other. This was evident as they recalled familiar stories with excitement. Children display good levels of concentration as they engage for extended periods of time in self-chosen activities. n Partnerships with parents are good. Parents compliment the provision and state, 'I knew from the first meeting that it was the place to send my child, my child has come on so quickly since attending.' The childminder exchanges valuable

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need to do better?

information with parents about their children's care routines. However, she does not always obtain enough information about what children already know and can do before they start, in order to support their learning effectively from the very start of their placement. n The childminder has not yet developed robust systems to monitor her assistant's practice to further support ongoing professional development to the highest level. n The childminder and her assistant do not always make the most of opportunities for children to develop and explore their own ideas when engaging in focused activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that safeguarding training is up to date and relevant. The childminder and her assistant have a secure knowledge of how to protect children and keep them safe. They know the signs and symptoms that may indicate a child is at risk of harm or abuse. They understand the local child protection procedures to follow in the event of reporting any concerns. They have a good understanding of wider safeguarding issues. For example, they are fully aware of how children could be at risk of harm from others with extreme views.

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should:

n strengthen the arrangement for the monitoring and supervision of the assistant to identify how to further develop the good-quality teaching to the highest level n make the most of every opportunity to allow children to explore their own ideas during focused activities n review ways to encourage parents to share even more information about what their children can do when they first start at the setting.

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Setting details

Unique reference number EY403379 Local authority Salford Inspection number 10065696 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 to 6 Total number of places 6 Number of children on roll 12 Date of previous inspection 6 January 2016

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Information about this early years setting

The childminder registered in 2010 and lives in Salford, Lancashire. 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 early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works with an assistant.

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Inspection activities

n The inspector observed the childminder and her assistant interacting with the children. n A joint observation was completed with the childminder and her assistant. n Where appropriate, the inspector spoke with the childminder, assistant and children at different times throughout the inspection. n The inspector spoke to parents and took account of their views, and looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

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

12 September 2019 12 September 2019 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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