Childminder in Trafford

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 feel welcome and safe in the childminder's home. There is a wide range of resources available to them throughout the ground floor and in the rear garden. Children arrive at the childminder's home keen to engage in activities. Children of all ages play well together. The older children help and encourage the younger ones to join in. Children's behaviour is consistently good, and they are polite.

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The provision is good

Children respond well to the high hopes the childminder has for them. She plans some group activities that promote children's learning across the curriculum. For example, during a 'gloop' activity, they explore the properties of dry and wet cornflour. Children display high levels of excitement as they add water to the dry mixture. They spontaneously talk about the changes and different textures. The childminder encourages the children to make marks in the mixture. She teaches the older children to write numbers, letters and their names. However, at other times, these children are not consistently challenged to progress their learning even further.

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The provision is good

Children move freely between the indoor and outdoor environments. They enjoy spending time in the childminder's garden where they build up a range of skills. A popular activity is walking across a line of circular blocks. This helps children to develop their balancing skills. Children proudly show visitors where they grow fruits, such as strawberries. They know how to care for plants and are learning where certain foods come from.

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need to do better?

n The childminder has a secure understanding of how children learn and develop. They are at the centre of her practice. She often allows children to take the lead in their own learning, based on what interests them. As a result, children are eager to engage in activities and show high levels of concentration. The childminder knows the children well. She accurately plans their next learning steps from what they already know and can do. As children play, the childminder intervenes at appropriate times to promote their learning. n Children are making very good progress, particularly in their communication and language skills. They can express their needs and hold meaningful conversations with others. They join in with rhymes and songs and happily read their favourite storybooks to visitors. n Children develop their learning, a healthy lifestyle and independence during daily practices. For example, at mealtimes, children help to lay the table. They use

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need to do better?

their counting and matching skills to ensure it is set correctly. They make choices from a healthy selection of food and serve themselves. Children talk about their likes and dislikes, where food comes from and if it is healthy. The

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need to do better?

28 January 2020 childminder encourages children to put on their own coats and shoes. These practices help children prepare for school or the next stage of their learning. n Relationships within the setting are strong. The childminder is a positive role model who creates an ethos of respect for one another. Children celebrate their own traditions and festivals and learn about other cultures. For example, during the recent topic of Chinese New Year, children made Chinese lanterns. Resources in the setting reflect our diverse society. Practices such as these help to prepare children for life in modern Britain. n Parents report on the good quality of care and education their children receive. They speak of their children being very happy and making good progress. The children settle well into her care, feeling safe and secure. The childminder shares information with parents in various ways. For instance, they receive many

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need to do better?

photographs and hear about their child's day at home time. The childminder knows the families well and offers them support during challenging times. The families see the childminder as being very much part of the community. n The childminder has strong links with the nursery school the children attend. The nursery staff provide her with information on their current theme. This helps the childminder to complement the children's learning, as with the present topic of 'Day and Night'. n The childminder is committed and conscientious. She aims to provide children with high-quality care and education. The professional development of the childminder is not linked closely enough to her individual learning needs to raise the quality of teaching to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides a safe and secure environment for children. She ensures all individuals in the household are suitable. The childminder carries out regular safety checks and removes any risks. She adheres to children's individual dietary needs to ensure their continued well-being. The childminder has child protection policies in place. She completes regular training to keep her knowledge up to date. She is able to follow procedures if she has a concern about a child or the behaviour of an adult towards a child.

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should:

n make greater use of professional development opportunities to help to raise the quality of teaching to the highest level.

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Setting details

Unique reference number 318297 Local authority Trafford Inspection number 10066422 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 8 Total number of places 12 Number of children on roll 17 Date of previous inspection 11 September 2015

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Information about this early years setting

The childminder registered in 1993 and lives in Timperley. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for family holidays. The childminder holds an appropriate qualification at level 3. At busy times, the childminder works with an assistant.

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Inspection activities

n The childminder and the inspector completed a learning walk of the premises. n The inspector observed children's activities indoors and outdoors. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder and the inspector jointly observed children and then discussed the learning and progress of the children. n Parents were interviewed by telephone and their written feedback was taken account of by the inspector. n The inspector looked at a range of documentation.

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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

28 January 2020 28 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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