Childminder 318331

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The experienced childminder cares for children in a calm, welcoming and homely environment. She prides herself on making children feel like part of the family. Children have close bonds with the childminder. They are comfortable around her and show that they feel happy and secure. Children giggle with delight as they play. They comment, 'I'm having fun'. Children express their views and opinions. The childminder listens to their views and allows them to make choices and decisions. Children know, understand and follow the simple rules. For instance, they show a good awareness that they must sit at the table when they are eating. Children access their own toys and resources in a well-equipped playroom.

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The provision is good

The childminder provides children with a well-designed curriculum overall. She plans a range of exciting activities and outings. Children visit playgroups, parks and libraries each week. The childminder also plans other outings that provide new experiences for children. For instance, children have recently enjoyed a trip on a tram into the city centre. The childminder has high expectations for children's learning. She uses a range of teaching methods. She plays alongside children and models how to do things, such as holding a pencil. At times, some aspects of the childminder's teaching are too challenging for children.

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need to do better?

n Since the previous inspection, the childminder has taken action to improve her service. For example, she now gets permission from parents to administer medicines to children. The childminder meets with other local childminders on a regular basis. She reads information, such as newsletters from the local authority. This helps her to keep up to date with changes in legislation. However, the childminder does not have a plan for professional development to help her to develop her teaching skills even further. n The childminder promotes children's independence skills well. For instance, children manage to put on their own wellington boots for outdoor play. Children follow positive hygiene routines. They know that they have to wash their hands before eating. The childminder promotes healthy eating within her setting. Children enjoy picking blueberries that they have helped to grow. They use the blueberries and other fruits to make their own fruit smoothies. Children have

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need to do better?

plenty of opportunities to be active. They run around the garden and walk to local parks. This helps them to keep fit and healthy. n Children enjoy listening to the childminder as she reads a variety of stories. Children explore the pictures with the childminder. They discuss what they can see. The childminder models language well. For instance, she pronounces words slowly and clearly at all times. The childminder asks children appropriate questions. For instance, she asks, 'What are they doing there?'. This helps

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need to do better?

14 October 2019 children to use their thinking skills. Children join in with familiar parts of stories. They copy and learn new words, such as 'impossible'. Children concentrate well and maintain attention. n Children hold pencils with control. They make marks and tell the childminder what they have drawn. Children show an interest in letters displayed in the playroom. They recognise familiar letters, such as those at the beginning of their name. The childminder motivates children to learn new letter sounds. Children are proud of their knowledge. For example, they smile with pride as the childminder praises their achievements. These early literacy skills help to prepare children for their move to school. n The childminder works with parents from the outset. She finds out important information about what children know and can do. The childminder uses accurate assessments to establish children's level of development. She builds on

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need to do better?

and extends children's learning well overall. For example, she encourages children to count the ice creams on the picture. Children use their fingers to point at the images and they count, with help, up to 10. At times, the childminder provides too much challenge for children. For instance, she asks children what numbers they can see. Children are not ready for this stage of learning. This slightly affects children's engagement and motivation levels.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular child protection training. This has a positive impact on her knowledge. The childminder knows how to identify the potential signs and symptoms of abuse and neglect. She is confident about who to contact in the event of a concern arising. This helps to keep children safe. The childminder's home is safe and secure. She checks the environment before children arrive and throughout the day. This helps to ensure that there are no hazards for children. The childminder talks to children about how they can keep themselves safe. For instance, she reminds children that some surfaces outdoors are slippery. Children listen and respond well. They show this as they walk carefully.

p.3

should:

n focus plans for professional development on helping to develop teaching skills even further n adapt teaching during planned activities and offer children consistent levels of challenge that are appropriate for their stage of development.

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Setting details

Unique reference number 318331 Local authority Trafford Inspection number 10085364 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 2 to 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 9 November 2018

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Information about this early years setting

The childminder registered in 1994 and lives in the Urmston area of Manchester. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector had a tour of the childminder's home. She discussed with the childminder how she organises her setting and how she plans the curriculum for children. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n A joint evaluation of an activity was carried out by the inspector and the childminder. n Several discussions were held between the inspector and the childminder at appropriate times during the inspection. The inspector viewed relevant documentation, including evidence of the suitability of all adults living on the premises. n The inspector took account of the views of children spoken to on the day. Parents' views were taken account of from written feedback provided.

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Inspection activities

14 October 2019 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

14 October 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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