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 have strong bonds with this calm and nurturing childminder. They come to her for comfort and support when needed. Children are confident to include visitors in their play. For instance, one child gave the inspector a spoon so that she could help them make pretend soup for the toy animals. Children tell the inspector that a fox and a hedgehog were animals in the story that they had listened to, and the hedgehog is going to sleep for the winter. Children recall events of a story and demonstrate that they are building on what they know.

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The provision is good

The childminder takes children on exciting daily outings. For example, they go pumpkin picking and visit parks to connect with nature and learn about the animals that they see. They run, climb and collect leaves and acorns. They regularly attend a playgroup to develop their ability to take turns and share with others. Children are physically active as they increase their knowledge and understanding of the world around them.

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The provision is good

Children make independent choices about what they want to play with. For example, they choose to safely explore a variety of natural and sensory objects. They develop their small and large muscles as they squeeze objects and swing ribbons. They speculate and test ideas as they shine torches into a dark box. Children develop their sense of curiosity.

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need to do better?

n Overall, children are generally well behaved and respond well to instructions. For instance, they use a dustpan and brush to help tidy up lentils from the floor. Children work together to set the table before lunch. However, the childminder does not consistently implement effective behaviour management strategies to help children manage their own actions and feelings. n The childminder knows the children extremely well and talks about their interests, starting points and the progress they have made. She plans an ambitious curriculum to build on what individual children already know. However, some of the planned activities have too many components and do not sharply focus on what she wants children to learn. Therefore, children become distracted and do not engage deeply to build on their existing knowledge. n Children are encouraged to be independent. For example, the childminder supports children to wash their hands before eating. Younger children try to

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need to do better?

dress themselves from resources in the dressing-up box. She encourages them to independently access tissues to blow their nose and put them in the bin. Children are praised for their efforts, which helps to boost their confidence and self-esteem. n Parents are highly complimentary about the childminder. She communicates with

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need to do better?

3 November 2022 them through daily dialogue and online platforms. Parents say that their children are safe, happy and excited to talk about the stimulating activities and outings that she arranges. They value and trust the childminder and notice the excellent progress children make from their starting points. n The childminder is dedicated to her own professional development. She keeps mandatory training, such as safeguarding and paediatric first aid, up to date to help keep children in her care safe. She has also completed further courses, such as sensory play and 'Statutory framework for the early years foundation stage' training, to improve her understanding of delivering high-quality education. As a result, children are being prepared for their next stage of education, such as school. n Mealtimes are a sociable event, and the childminder is an excellent role model. She sits with the children and encourages manners and conversations about the

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need to do better?

benefits of eating healthy food. Children discuss events such as where they went and what they wore at Halloween and their recent trip to the pumpkin field. Children develop their communication and language as they engage in conversation with the childminder and their peers. n Children benefit from frequently singing nursery rhymes and listening to stories. The childminder listens and responds to children. She talks to them as they play and introduces new vocabulary, such as 'hibernation' and 'hedgehog'. Children learn new words and build on what they already know.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of what to do if she is concerned about the welfare of a child. She can explain how she would recognise the signs and symptoms that a child may be at potential risk of harm. She understands how to escalate a concern. The childminder attends regular training to keep her knowledge of safeguarding and child protection up to date. The childminder ensures that her home environment is safe for children to play in. She ensures that children are appropriately supervised, inside, outside and on outings. She has up-to-date training in paediatric first aid.

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should:

n implement effective behaviour strategies to help children manage their own feelings and recognise how their actions affect those around them n plan learning opportunities that are sharply focused on what children need to learn.

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Setting details

Unique reference number EY484726 Local authority Trafford Inspection number 10236585 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 4 Date of previous inspection 10 February 2017

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Information about this early years setting

The childminder registered in 2015 and lives in West Timperley. She operates all year round, from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 childminder 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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. 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

3 November 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

3 November 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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