Childminder 318538

Overall effectiveness Good

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

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The provision is good

Children thrive in the relaxed and happy atmosphere that the experienced childminder creates in her home. She expertly establishes and teaches meaningful and very consistent rules and routines. This is a particular strength of her provision. It helps the childminder to communicate her unfailingly high expectations for children's conduct. Everyone knows what to do and this helps children to feel really secure. In addition, the clear routines help to promote children's safety. This is demonstrated very effectively when children get ready for snack. They sit patiently on the step that leads from the hallway to the kitchen. This sensible and simple rule promotes children's positive behaviour extremely well. It means that children are supervised and involved while the childminder gathers what they need.

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The provision is good

Parents feel well informed about children's well-being and progress. They say that the childminder is a caring role model and that she teaches children to behave kindly and politely. They particularly praise her involvement of older children in preparing food for snack and tea. They say that children love being the childminder's helpers. This helps to promote children's self-esteem and personal development. The childminder gathers information from parents before children begin to attend her provision. For example, she finds out about babies' care routines and preferences. This helps them to settle in quickly.

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need to do better?

n The well-qualified childminder conscientiously reviews her practice and plans improvements that benefit children. For example, she made changes to the storage of toys in her playroom. As a result, children have even better access to what they want to play with. This helps to promote children's confidence. They develop and eagerly follow individual interests. Children demonstrate very high levels of curiosity and become deeply involved in self-chosen play. n The childminder makes skilful use of resources in her spontaneous teaching. For instance, children make 'cakes' with modelling dough and want to cook them. The childminder talks with them about how long the cakes will take to bake. Children say, '12 minutes'. They find the 12 on the wooden clock face and carefully set the cooking time. This helps children to understand that numbers and clocks are used to measure time. n The childminder teaches children very effectively to regulate their own

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need to do better?

behaviour. They learn to respect other people and to be accountable for their actions. This is demonstrated superbly during an exchange between three-year- old children. One child accidentally brushes a seated child's head with a book as they pass behind them. They agree that it was an accident. An apology is quickly offered and graciously accepted.

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need to do better?

26 February 2020 n Children become confident speakers. They are imaginative and enthusiastic as they communicate their own ideas and thinking. The childminder asks children many questions during activities. However, some of her questions test but do not extend children's knowledge. This, occasionally, discourages children's readiness to respond. n Children learn to make healthy choices in their diet. For instance, they know that eating fresh fruit helps them to grow and to become strong. The childminder shows children the shapes and patterns inside the different types of fruit. They discover that all fruit has seeds inside but that the seeds are not the same. The childminder teaches children about the safe use of knives. n The childminder playfully promotes children's physical development. For example, she shows children how to use both hands to make an egg shape with modelling dough. Children copy her. They concentrate hard and succeed in

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need to do better?

making their own little eggs. This helps to promote children's two-handed coordination. Children find out that eggs are oval shaped and this helps to extend their vocabulary effectively. n Children of all ages develop high levels of independence. They busily cooperate to wipe the table, then carry plates and cutlery from the kitchen. Pre-school children proudly demonstrate that they can manage their personal hygiene by themselves. This helps them to be ready for school when the time comes. n Children eagerly choose and listen to stories. For example, they snuggle up to read 'A Squash and a Squeeze'. The childminder skilfully pauses so that children can predict rhyming words and repeated phrases. They have great fun joining in with the alliterative refrains. Children begin to identify words that begin with the same sounds and this helps to promote their early reading.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends training that refreshes and extends her knowledge of local child protection procedures. She knows what to do if she considers that a child is at risk of harm. The childminder teaches children rules for their conduct that help them to resist the influence of extreme views as they grow. She identifies and minimises hazards to children in her home. For example, the childminder makes sure that structural alterations to the garden are managed safely. The childminder follows consistent procedures for promoting children's health. For example, she keeps a record of the medication that she administers to children.

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should:

n strengthen questioning techniques further so that children continually consolidate and extend what they know.

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Setting details

Unique reference number 318538 Local authority Trafford Inspection number 10128995 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 11 Total number of places 6 Number of children on roll 17 Date of previous inspection 2 June 2016

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Information about this early years setting

The childminder registered in 2001 and lives in Urmston. Her provision operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder discussed plans for the inspection. The inspector shared the areas of focus that she had identified before the visit. n Parents had completed questionnaires about the provision. The inspector took account of this feedback. n Activities and care routines were observed and discussed. The childminder told the inspector what she intended children to learn. n The inspector spoke with and played with children. She observed their engagement and confidence. n Documents used in the provision were sampled alongside observations and discussions. The inspector checked evidence of the suitability of the childminder and members of her household.

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Inspection activities

26 February 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

26 February 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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