Nixon, Louise Kate

Overall effectiveness Good

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

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The provision is good

Children are welcomed into this setting by the extremely warm and caring childminder. They leave their parents at the door due to COVID-19 procedures. However, they quickly settle with ease in this homely setting. Children confidently choose from a very well-resourced playroom and are ready to play from the moment they arrive. Children develop their critical thinking skills through accessing well-planned activities which give them opportunities to extend their learning. For example, older children use magnetic shape blocks to build and construct models, adding more shapes and small-world figures to create a pretend bed for their pirate. Children show enjoyment with their achievements and are eager to join in with activities. This demonstrates a positive attitude to learning.

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The provision is good

Children benefit from regular outings to a wide range of interesting and stimulating venues and locations including adventure play areas, National Trust properties and a local airfield. They learn about nature through seeing real experiences. For example, children observe the life cycle of a frog by seeing frogspawn and tadpoles in a local pond. This learning is extended in the setting through sharing books about frogs and playing with small-world frog toys. Children talk about what they have learned and one child comments, 'It has black dots,' when looking at the pretend frogspawn. These adventurous outings enrich and support children's understanding of the world around them.

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need to do better?

n Children develop their communication and language skills through continually engaging in thoughtful conversations with the childminder. They are introduced to a wealth of new vocabulary during their play and adult-led activities. Children show confidence and communicate their needs well. However, the childminder does not always use the correct words for objects. For example, she says 'shoesies', 'doggie' and 'froggie'. This means that children are not always learning how to say words correctly. n Parent partnership is a strength. Parents are extremely happy with the care provided and are kept very well informed about their children's progress. They comment that the childminder is 'part of the family' and 'deeply cares for children in her care'. The childminder develops strong bonds with children and families. This enables secure attachments and promotes children's well-being. n Children have many opportunities to be physically active by exploring the garden

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need to do better?

and visiting local play areas. They build the strength in their muscles. For example, children carry and tip water from tubs and safely climb the steps on the slide. Children are encouraged to develop their walking skills and are supported to be able to walk an appropriate distance for their age. Therefore, children's physical development is consistently promoted.

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need to do better?

5 May 2022 n Overall, children are beginning to learn about healthy lifestyles. They enjoy a range of freshly cooked, nutritious meals, including a variety of fruit and vegetables. In the main, children are promoted to develop their self-care skills. For example, they attempt to put on their shoes and coats. However, hygiene routines are not always fully implemented. Children do not always wash their hands before eating. n Children's mathematical development is supported through various activities and daily routines. Children learn to count and understand early mathematical concepts. For example, younger children spontaneously count spoons when pretending to mix ingredients in a bowl to make a pretend cake. The childminder skilfully uses mathematical language in everyday activities and interactions, which enables children's early mathematical concepts to be embedded. n The childminder regularly meets with other childminders. This provides

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need to do better?

opportunities to share good practice and enables children to develop their wider circle of peers. The childminder has close links with the local playgroup that children attend and shares information about their learning and development. Therefore, partnership working with other professionals is strong. n The childminder continually evaluates her practice. She attends regular training to enhance her knowledge of new guidance and initiatives. She has recently introduced more natural resources and objects which create curiosity. Children benefit from a range of exciting and intriguing opportunities organised for them. This ignites children's imagination. n Young children are supported to manage their feelings and behaviour. The childminder has high expectations for behaviour and talks to the children about their feelings. This helps children to be kind to their friends and take turns.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of the signs of abuse. She has attended recent safeguarding children training and knows how to refer any concerns about a child's welfare. The childminder has robust procedures to keep children safe in her home and out on visits. Any potential risks are assessed before children access activities. For example, on visits to local parks, the play areas are reviewed for any potential safety hazards. This helps to keep children safe and protect them from harm. The childminder has a clear knowledge of how to refer any allegations against herself or a member of her household.

p.3

should:

n strengthen hygiene practices to promote children's health and well-being n use the correct form of words at all times, to develop children's communication

p.3

should:

5 May 2022 and language skills to the highest level.

p.3

Setting details

Unique reference number EY436421 Local authority Trafford Inspection number 10129115 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 4 Number of children on roll 6 Date of previous inspection 10 December 2015

p.5

Information about this early years setting

The childminder registered in 2011 and lives in the Urmston area of Greater Manchester. She operates all year round from 8am to 5.15pm, Monday to Thursday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documents, including the childminder's paediatric first-aid qualification. n The inspector spoke to parents and viewed written comments during the inspection. n The inspector checked all areas of the premises used by children, including the garden. n An observation of an activity was carried out and the inspector and the childminder reflected on this together.

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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

5 May 2022 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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