Childminder EY443063

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 happy and settled. The childminder provides a warm and friendly environment where children develop a strong attachment and sense of belonging. Children demonstrate lovely early friendships with their peers. For example, children show kindness to each other and gently rub each other's backs for comfort. They share and take turns well and express concern for their friends. The childminder supports cooperation and negotiation with peers. She gives opportunities for children to understand the emotions of others. For example, when reading a story, they talk about how the character is feeling and why. The children respond appropriately, acknowledging the character's feelings. The childminder has a proactive approach to promoting positive behaviour. She encourages children to respect each other and use good manners. She demonstrates a good knowledge of children's emotional well-being and how to support them fully. The childminder is a

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The provision is good

good role model with high expectations for all children.

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The provision is good

The childminder provides children with a variety of opportunities to learn about their diverse community and the world around them. For example, they learn about different festivals, and visit parks, toddler groups and local attractions, including sea life centres. This broadens children's understanding of their wider community and the area in which they live.

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need to do better?

n The childminder is warm and caring. Effective care routines are followed and support children's well-being. The childminder knows the children well and quickly responds to their needs. Children receive lots of reassurance and cuddles to ensure they feel settled. n Children benefit from daily yoga sessions. The childminder uses these techniques to build on children's physical skills and support emotional development. For example, they use their large muscles to stretch and roll. This helps children to become more focused and develop a sense of calmness. n The childminder regularly observes children's progress and uses this information to build on their learning. However, on occasion, she does not focus sharply enough on what they need to learn next. n Parents are extremely happy with the care that the childminder provides. Some comment that they 'are impressed with how the childminder communicates with

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need to do better?

them, sharing ideas for teaching at home'. n The childminder is a good communicator and supports children's emerging language skills well. She constantly talks to children and comments on their play. She models language and encourages children to join in with conversations, singing and stories. For example, children thoroughly enjoy songs and rhymes. They request what they are going to sing and perform energetically. Babies

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need to do better?

9 January 2020 readily copy actions to familiar rhymes, such as 'Wind the bobbin up', clapping along with excitement. The childminder encourages parents to follow the children's love for singing and stories at home. n Children are provided with a wide range of resources and show increasing independence as they self-select the activities they wish to take part in. However, at times, the childminder does not ensure younger children have enough opportunities to be consistently engaged and challenged further. n The childminder weaves early mathematical concepts into everyday activities. For example, when children are building towers, she introduces words such as 'tall' and 'small'. Children count in order and develop an understanding of 'one more'. They work together to build towers and persevere when their towers fall. The childminder encourages children to use their imagination during play. They become the 'big bad wolf' and blow down the tower, giggling with delight as it

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need to do better?

comes crashing down. n Children develop their interest in literacy and are offered many opportunities to practise mark making. For example, they enjoy making marks with chalks on the blackboards. They give meaning to the marks that they make, often relating these to own life experiences. n All children are making good progress in their learning. They demonstrate a good understanding of the childminder's behavioural expectations and learn to respect each other. They are confident, motivated and eager to learn. The childminder helps children to acquire key skills in preparation for their eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates good understanding of how to keep children safe and protected from harm. She completes regular training to maintain her understanding of child protection and wider safeguarding issues. The childminder has good knowledge of how to identify, report and act on concerns she may have about a child's welfare. She understands her responsibilities for dealing with allegations and knows the relevant professionals to contact. She is able to identify any risks to children and manages these risks well. For example, trips are risk assessed to ensure that all potential hazards are identified and minimised.

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should:

n provide younger children with greater opportunities to be fully engaged and challenged in their learning n focus teaching more precisely to help individual children achieve what they need to learn next.

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Setting details

Unique reference number EY443063 Local authority Trafford Inspection number 10075105 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 0 to 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 19 July 2016

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Information about this early years setting

The childminder registered in 2012 and lives in the Stretford area of Trafford. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the areas of the childminder's home used by the children inside and outside. n A joint observation was completed with the childminder to observe the quality of teaching. n The inspector reviewed a range of documentation, including certificates and the suitability checks of the childminder and those who live in the household. n Throughout the inspection the inspector and childminder held discussions about the quality of care provided and the impact on children. n The inspector spoke to parents, sampled written feedback and took account of their views.

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Inspection activities

9 January 2020 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

9 January 2020 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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