Childminder EY478871

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 extremely well cared for by the attentive childminder, who is passionate about her role. She has very high expectations of children's behaviour towards others. There is an atmosphere of mutual respect and fun as children genuinely enjoy each other's company. They play and share, make decisions and seek advice from the childminder while counting out the 'hungry caterpillar's' food confidently. The childminder is a role model for positive behaviour and encourages children to think about others.

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The provision is good

The childminder encourages children to develop independence, as they choose and chop their own fruit for snack. They use a selection of cutlery as the childminder supports each child according to their ability. Children use their manners as they speak to each other. The childminder encourages the children to think about how others feel as a result of their actions. Children are extremely familiar with the routine and they know what to expect next as the childminder discusses this with them. Outside, children laugh with delight as they explore how to flick and splatter onto the paint tray. They use squashed blackberries they collected from the park to create artwork. The childminder uses engaging ways of learning to inspire children's interests. Children settle quickly and feel safe. They seek comfort when tired and are confident to ask questions and share ideas.

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need to do better?

n The childminder has very high expectations of children's behaviour. Children take turns and understand that they will have a turn next as they learn from what others do. Children are beginning to understand their own emotions and manage their behaviour well. n Children progress rapidly from their starting points. The childminder builds on children's existing knowledge and what they can do already. Children can access a range of activities freely and benefit from structured activities planned for their individual next steps in learning. This helps to improve outcomes for children through the very effective curriculum. n Children are extremely well prepared for the next stage in their learning, including school. They learn independence and confidence in their abilities through a variety of experiences. Even the youngest children persevere as they put on their own shoes and coats. Older children are given more responsibilities

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need to do better?

at tidy-up time. n The childminder improves her practice through training, networking with local schools and other childminders. She has a strong focus on her professional development by accessing training relevant to individual children's needs. n The childminder teaches phonics (letters and the sounds they represent) by skilfully including this in all learning. She identifies every opportunity to develop

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need to do better?

13 September 2019 children's pronunciation, particularly those who speak English as an additional language. Children's home language is used where appropriate for individual children as they learn English. n Children are given enough time to respond in conversations. However, at times, their vocabulary could be further extended to develop their understanding and curiosity. This would enhance the quality of education to an even higher level. n The childminder reviews what she can do differently to improve children's outcomes. Her knowledge of the seven areas of learning and children's abilities means that learning is skilfully adapted for each child. Children learn positional language and develop physical abilities in activities outdoors. They develop their coordination, turn taking, listening, understanding and sharing in group play. n Parent partnerships are extremely positive. Parents know about the stages of

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need to do better?

development and next steps for their children. They are very well informed about what children do each day in their learning. This means that parents continue their children's learning at home, contributing to children's sustained progress. n Children confidently tell the childminder what they need and she supports them effectively. They know when they need to use the bathroom and when they need to rest. This helps to build independence and resilience as children learn to be aware of their own needs. n The childminder attends a variety of groups and play sessions in the local community with the children. This helps to promote their social skills, communication with others and their experience of the wider community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder can confidently identify any safeguarding concerns and knows the correct procedures to report these. She knows the signs and symptoms to look for if a child is at risk of harm, where to find advice about this, and how to keep children safe from harm. The childminder keeps her safeguarding knowledge and training up to date. She has also accessed training to further her knowledge regarding wider child protection issues. There are procedures in place to ensure the safety of the children when attending community groups.

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should:

n consistently develop children's vocabulary by extending their language in conversation to further enhance the quality of education and their natural curiosity in learning.

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Setting details

Unique reference number EY478871 Local authority Trafford Inspection number 10076099 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 9 Total number of places 6 Number of children on roll 10 Date of previous inspection 24 February 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Sale, Cheshire. She holds a qualification at level 3 in home-based childcare. She operates from 7.30am to 5.30pm, Monday to Friday, term time only.

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Inspection activities

n The inspector observed teaching and learning indoors and outdoors to assess the quality of education. n The childminder took part in a learning walk with the inspector and discussed the effectiveness of the provision, curriculum and safeguarding. n The inspector and the childminder discussed children's levels of development and progress in relation to their starting points. n Parents' and children's views were taken account of by the inspector to assess the effectiveness of parent partnerships. n The inspector and the childminder took part in a joint evaluation of teaching and learning to assess the quality of education.

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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

13 September 2019 13 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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