Childminder in Salford

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 well settled and have formed strong attachments with the childminder and their friends. They giggle with delight and help one another to use the slide. Children respond well to the childminder's expectations and demonstrate good behaviour. Meaningful praise and encouragement are given to children, which supports their confidence and self-esteem. Children show positive attitudes towards their learning and persevere with challenges.

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The provision is good

Children are well supported to develop their independence. For example, they are given time to practise putting on their own shoes and clothes. They help to set the table at snack time and use knives carefully to cut their own bananas. The childminder promotes children's emerging self-care skills through incorporating them into daily routines and play. For example, children place a doll on a potty at nappy changing times. This supports children's physical well-being effectively.

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The provision is good

Children have access to well-resourced and exciting places to learn. They enjoy playing in the garden and have good opportunities to be physically active. Overall, the childminder knows children's interests and what they need to learn next. She offers a range of activities that build on what children know and can do. Children make good progress and develop the necessary skills for their next steps in learning.

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need to do better?

n The childminder encourages children to challenge themselves during their play. For example, she supports them to practise their balancing skills on stepping stones outdoors. Children take large steps across the stepping stones, confident that they are safe with the childminder close by. n The childminder skilfully incorporates mathematical language into children's play. For example, she supports them to talk about the position of where wooden blocks and toy animals are placed. She includes colour and counting into everyday routines and introduces vocabulary such as 'small' and 'big'. Children delight at these experiences and show good mathematical skills. n Children enjoy participating in stories. The childminder enthusiastically reads books, while children act out different ways of moving, such as leaping and creeping. They excitedly look around the room for pictures of different animals that are 'looking for their tea'. This helps children to maintain interest and

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need to do better?

develops their ability to concentrate. n Children visit a variety of places in the local community. They spend time at the park, go to toddler groups and visit the library. This helps children to build relationships with others and promotes their future learning. The childminder teaches children to use 'kind hands' during their play. Children share toys,

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need to do better?

22 January 2020 behave well and are show care towards one another. n The childminder has built effective partnerships with parents. She involves them in establishing what children can already do when they first start at her setting. She keeps them informed of their children's learning and provides them with updates about their children's progress. Parents are very complimentary about the childminder. They comment, 'She always lets me know what I can do at home to work together'. n Children enjoy their time at this good-quality setting. For example, they fascinate while building sandcastles and delight while exploring lentils with their hands. Children enjoy painting and laugh while making different marks. They join in with activities that help to strengthen the muscles in their hands. This supports children in readiness for early writing. n Children enjoy looking at past photographs of themselves. The childminder talks

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need to do better?

to them about what they were doing at the time. Children relish this experience and demonstrate a strong sense of belonging and self-esteem. n Overall, the childminder successfully incorporates what she knows children can do into their play. She supports them to make good progress and provides good learning experiences. However, she does not make the most of all opportunities that arise to support children's communication skills to the highest level. n The childminder attends regular training to help improve her knowledge and understanding. However, she does not focus this training on helping her to raise the quality of her practice to an outstanding level.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection and knows the procedure to follow if she has a concern about the welfare of children. She has attended training to develop her understanding of wider safeguarding issues. The premises are safe and effective measures have been taken to make sure that potential hazards have been minimised. The childminder supports children to learn about keeping themselves safe. She teaches them to be careful while eating foods and shows them how to use knives correctly while cutting fruit for snack time.

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should:

n consistently use all opportunities that arise, to further promote children's communication skills to the highest level n strengthen the plan of professional development, to focus on improving practice to an outstanding level.

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Setting details

Unique reference number EY392069 Local authority Salford Inspection number 10059727 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 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 5 May 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Salford, Manchester. She operates all year round, from 8am until 5pm. The childminder holds a level 3 qualification in childcare.

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Inspection activities

n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector reviewed written feedback from parents about the childminder and her setting. n The inspector had a tour of the setting. She discussed how the childminder plans her environment to support children's learning and development. n A range of documentation was considered, including training certificates and the suitability of all persons living on the premises. n The inspector spoke with children at appropriate times throughout the inspection.

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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

22 January 2020 22 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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