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 Requires improvement

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The provision is good

Children thrive in the childminder's highly nurturing care. Through the positive relationships she forges, children develop strong attachments. This has a significant impact on their confidence and personal development. Children communicate their needs with ease. They know their childminder will respond to their wishes and ideas, whether this be for additional resources to enhance their play, or what shape they want their toast cut into for lunch. Children absolutely know that they are loved and valued as individuals. They spontaneously call the childminder by name then tell her, 'I love you', to which she readily responds, 'I love you too'.

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The provision is good

Interactions are playful and children have so much fun. They laugh and joke with the childminder and each other. They are inspired by the childminder and the activities she provides. They are inquisitive and demonstrate their enquiring minds; keen to know what items do and how they work. Children are supported to follow their own ideas, to have a go and to try for themselves. The childminder has high aspirations for all the children. Their levels of independence are high, for example, at lunchtime, children competently use a safe knife to cut off the tops from their strawberries. Children are developing the behaviours associated with confident learners, in readiness for their moves to nursery and school.

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The provision is good

During COVID-19, the childminder has overcome barriers to maintain relationships and support children's transition into the setting. She understands what learning experiences children missed out on, particularly their wider social experiences. She is already prioritising aspects of her curriculum to address this and has recently started to return to some community play activities. This helps build children's confidence in different social situations.

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need to do better?

n Since the previous inspection, the childminder has enhanced her home and garden to provide a safe, well-planned environment which supports children's care and learning. She has extended her professional development, which has helped broaden her understanding of how different children learn and develop. All required training has been maintained. Continuous reflection and action helps the childminder continually improve her provision for children. n The childminder is committed to giving children the best start. She nurtures the growth and development of their unique characters. This supports their confidence and self-assurance, which provides a firm foundation for other aspects of their learning. Children are confident to ask questions, have a go and persist. n The childminder organises the curriculum effectively. This is because she has a secure understanding of how children learn. She uses her knowledge to provide

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need to do better?

20 July 2022 children with a wide range of interesting, exciting activities which sustain their attention and promote their consistently good progress. n The curriculum for physical development is strong. The childminder provides many opportunities for children to develop their hand and finger muscles, needed for later writing. As children use water to melt ice cubes, they squeeze a spray bottle trigger with their whole hand. They pinch pipettes between thumb and forefinger, and they develop their scissor action capturing ice cubes inside ball tongs, excitedly shouting 'I've got the ice'. Children can use small tools and equipment with increasing skill. n Regular checks on children's learning and progress help the childminder provide activities which build on what all the children know and can do. For example, during play using ice, the childminder differentiates with skill. She uses single words as labels for babies, such as 'cold', while extending the vocabulary of

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need to do better?

older children, introducing words, such as 'freezing', 'icy' and 'melting'. n The childminder provides a language-rich environment. She reads stories to children and encourages them to tell her about the books they are 'reading'. Children know that print carries meaning. They are beginning to show a keen interest in ascribing meaning to the lines they make using chalk on the brick wall, including that sounds represent letters. However, the childminder's knowledge of how to build on this interest and sequence this learning is not fully secure. n High priority is given to developing respectful relationships and behaviours. The childminder consistently models and encourages the use of good manners. Her caring attitudes help older children learn how to consider the needs of the younger children present. For example, they know they need to give them a turn and make sure they have a go. n Partnership working is strong. The childminder liaises with the teachers who will

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need to do better?

receive children when they move onto school and nursery. This helps them assess children's needs. She builds highly secure relationships with parents. Communication is continuous, and parents offer overwhelming praise for the guidance and support that their 'wonderful' childminder provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has undertaken a broad range of safeguarding training. She clearly understands what would constitute a safeguarding concern and where she should report any concerns. The childminder ensures that suitability checks are undertaken by Ofsted for anyone over the age of 16 years who lives or works on the premises. She ensures the house and garden is secure and that any risks have been minimised. This includes measures to minimise any potential risks associated with family pets. The childminder manages her provision safely. This includes providing parents with clear information about how she operates and obtaining their consents where relevant. Parents express their high level of trust. One parent comments that the childminder's 'absolute priority is the safety and happiness of our children'.

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should:

n enhance knowledge of how to promote the curriculum for literacy more effectively, particularly when introducing children to the sounds that represent letters.

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Setting details

Unique reference number EY390924 Local authority Trafford Inspection number 10102176 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 21 March 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Urmston, Trafford. She operates all year round, from 7.15am to 5.30pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She provides funded early education for two-, three- and four-year-old children

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector talked to the childminder about how she organises her setting and how she plans and delivers the curriculum. n The inspector observed the quality of education being provided and assessed the impact these activities had on children's learning. n The childminder and the inspector discussed how the teaching observed extended children's learning and development. n The inspector looked at relevant documentation provided by the childminder, and considered the written views of parents. n The inspector checked areas of the premises used by children, including the garden.

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Inspection activities

20 July 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

20 July 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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