Childminder 310326

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 experienced childminder cares for children in a safe, welcoming and homely environment. She gathers detailed information about children's routines and what they can already do when they start. As a result, she knows how best to build on children's learning experiences. Children have strong relationships with the childminder and her assistant. The childminder has high expectations of children's behaviour. She encourages younger children to use good manners and skilfully helps them to share with older children who attend later in the day. This is demonstrated when children instinctively share their dough with other children and pass tools to cut shapes. They show an extremely kind, helpful and caring attitude towards the childminder, her assistant and each other. The childminder consistently praises their efforts. This helps to support children's self-esteem and gives them confidence in their own abilities.

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The provision is good

The childminder and her assistant closely monitor children's development. The childminder knows children in her care well and gets involved in their play. She encourages children's developing language and mathematical skills well. She talks with the older children as they interact and play games together. She helps younger children to count carefully as they make insects with the dough. The childminder has high expectations for all children in her care to make the best possible progress.

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need to do better?

n The childminder regularly tracks children's achievements. She uses her findings to plan experiences, taking into account children's interests, so that children can build their knowledge and skills well. They thoroughly enjoy choosing activities from the very broad range of stimulating resources. The childminder works closely with her assistant, and together they reflect on how children respond to different resources and activities. n Children have good opportunities to learn about the world around them. For example, they enjoy walks in the local area. At the childminder's home they look out of the window and describe what they see. They excitedly talk about the features of a spider when looking closely at it using magnifying glasses. They grow sunflowers in the garden and watch the squirrels at the park eat seeds. n The childminder has established excellent relationships with parents and gathers their views through regular feedback. She shares daily information with them

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need to do better?

about their children's progress, through discussions and diaries. Furthermore, she offers advice and guidance about how parents can support their children's learning at home. Parents praise the childminder for helping children learn and develop new skills in a safe, caring and nurturing environment. n The childminder keeps up to date with mandatory training and seeks further

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need to do better?

14 November 2019 research opportunities to develop her practice. However, the childminder does not always develop a focused programme of training to raise the quality of teaching to the highest level. n The childminder gives children's personal, social and emotional development a high priority. Children are happy in her care. New children settle very quickly and securely when they first arrive. Children show that they feel confident, comfortable and safe. The childminder and her assistant engage in meaningful conversations with children, such as discussing wearing slippers indoors in cold weather to keep their feet warm. n Children enjoy exploring a variety of age-appropriate toys and activities. Older children play board games and younger children explore small-world farms, blocks and transport vehicles. n Children have a good understanding of how to be healthy. Children's good health is supported by a balanced, healthy diet. They enjoy baking and trying

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need to do better?

new foods. Children have 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 The childminder encourages early mathematics through activities well. She consistently models counting as children play. For example, the childminder counts the number of dough shapes and says, 'one more' as children cut out more shapes. She sings counting songs and talks about the number of tractors and toy animals they use during self-chosen play. n Children enjoy regular trips out in the local community, meet other people and learn about the world around them. This helps to enhance their experiences of the wider world. For instance, children visit a local farm to see new-born lambs, and they care for the family pet cats.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant keep up to date with changes in child protection legislation. They know the procedures to follow if they have any concerns about a child's welfare. The childminder ensures that safeguarding training is updated and that local safeguarding contacts are current. The childminder keeps the children in her care safe and regularly assesses her provision for any potential hazards. The childminder and her assistant give children clear explanations for safety rules. For example, they tell younger children 'to hold on to the handrail when climbing the stairs'.

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should:

n focus plans for professional development on helping to develop already good teaching skills to the highest level.

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Setting details

Unique reference number 310326 Local authority Trafford Inspection number 10106242 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 10 Total number of places 6 Number of children on roll 9 Date of previous inspection 18 May 2015

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Information about this early years setting

The childminder registered in 1990 and lives in Timperley. She operates all year round, from 7.45am to 5pm, Monday to Friday, term time only.

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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 Several discussions were held between the inspector, the childminder and the childminder's assistant at appropriate times during the inspection. n 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. n A joint evaluation of an activity was carried out by the inspector and the childminder.

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Inspection activities

14 November 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 November 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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