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 Met

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The provision is good

Children demonstrate good levels of concentration and a desire to learn. They make choices about the activities that interest them and which they want to participate in. Children behave well. They are kind to each other, work together and are learning how to share. For example, they take turns when using the toy cars outdoors. Children are developing their confidence in exploring a range of materials. For instance, they enjoy experimenting with paint and concentrate on the marks they can make. Children can intentionally make marks, observing the patterns they create.

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The provision is good

All children are making good progress in their learning and development, and are acquiring the skills they need for their next stage in learning. The childminder has high expectations of what children are able to achieve. Children benefit from the sensitive support and advice that the childminder gives to their parents and they work closely together to ensure children's care and education needs are met. Children are happy in the childminder's company and they seek out comfort when they are tired. Children who are absent for extended periods of time receive effective support to resettle into the childminder's care.

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need to do better?

n Children develop their mathematical knowledge. For instance, the childminder reads stories with the children and counts objects. Children competently complete inset jigsaws. Consequently, children are able to recite numbers in order and can recognise shapes to slot their jigsaw pieces into. n The childminder supports children to hear and use new words. For example, when looking at pictures, they talk about whales, lions, kites and foxes. This enables children to use an increasing range of vocabulary. The childminder models the correct pronunciation and repeats words back clearly to aid children's language development. n For the most part, the childminder supports children's health well. For example, she washes children's hands and fruit before snack time and maintains a clean environment for them to play in. However, she does not always wash her own hands after cleaning children's noses. This does not ensure the highest level of

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need to do better?

cleanliness. n The childminder supports children to develop their love of books and their early literacy skills. They read stories together with excitement that are age- appropriate. As a result, older children are recognising that print carries meaning and younger children are listening with increasing attention. n Children are developing their small-muscle skills and hand-to-eye coordination. For example, the childminder supports children to hold and control brushes during painting activities. Consequently, children develop the small muscles in

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need to do better?

16 May 2022 their fingers and hands to use different tools. n Children develop their knowledge of what is expected of them because the childminder is a good role model. For example, the childminder explains to children that they tidy up one activity before starting another and shows them how to do so. As a result, children abide by the rules of the setting. n The childminder is aware of other settings that children attend. However, she does not gather information from them about children's stages of development. This means that there is not a fully consistent approach to children's care and education. n Children have daily opportunities to be physically active and outside in the fresh air. They enjoy playing outdoors on the slide and bikes. Consequently, children are increasing their skills in being able to climb up ladders to use the slide and manoeuvre the pedals on bikes. n The childminder reflects on the experiences she offers to children. She continues

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need to do better?

her professional development by considering what children need to learn next. For example, she researches how to extend children's communication and language skills and enhances her practice by adopting these methods. This allows the childminder to continuously improve the opportunities available to children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear on her safeguarding responsibilities. She has undertaken recent safeguarding training so that she has a good knowledge and understanding of the signs and symptoms of abuse. The childminder knows what to do if any concerns arise about the children she is caring for. This contributes to keeping children safe. The childminder has considered how she can create a safe environment for children to play in and implements these measures effectively. The childminder monitors children closely. This helps to reduce any risks to children.

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should:

n develop ways to gather and share information about children's care and learning with other settings that children attend so that there is a consistent approach to their care and education n strengthen hygiene practices to ensure that there are robust handwashing procedures, to help promote good health.

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Setting details

Unique reference number EY472532 Local authority Trafford Inspection number 10219796 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 18 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the Sale area of Trafford. She operates her childminding service during term time only, and occasionally works during school holidays, from 7.30am until 6.30pm, Monday to Friday.

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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 that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 May 2022 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

16 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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