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 feel safe and have strong bonds with the childminder. This shows in their interactions as they laugh and play and come for cuddles when feeling unsure or needing comfort. They show high levels of self-esteem and excitedly make independent choices in their play.

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The provision is good

Children display good levels of emotional development. They are friendly, behave well and have a calm disposition. The childminder has high expectations for children. She models turn-taking and sharing for younger children to follow. For example, as children build a tower with bricks, she encourages children to wait, listen for instructions and take turns to add the next brick. She introduces numbers and colour recognition as she does this for children to follow.

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The provision is good

Children are imaginative and curious learners. Children choose what they want to play with from a wide selection of toys and resources. Young children demonstrate early role-playing skills as they act out familiar situations. For example, children pretend to cook and feed the dolls while playing in the role-play kitchen. The childminder helps to extend this play and introduces a cloth to clean the doll's face after her lunch.

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need to do better?

n The childminder knows the children well. She plans activities to enhance children's future learning, taking into consideration their individual interests. She completes assessments to plan for children's next steps. Children are making good progress in their learning and development. n The childminder promotes good communication and language skills. She repeats words for younger children to hear the correct pronunciation. She adds words as she models forming longer sentences. For example, when a younger child says 'fish', she repeats back 'blue fish.' Children learn new words such as 'penguin' when exploring animals. This helps children to increase their vocabulary. n Children are offered choices in their play and explore activities with interest. For instance, they explore shape and space with bricks and imaginative play in the role-play kitchen. The childminder generally follows children's lead and allows

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need to do better?

them to make the choice of where they want to play. However, in the childminder's eagerness to support children's learning, she sometimes distracts children from their self-chosen play too soon. Sometimes, this means that children do not get the time to play freely and explore their own ideas. n The childminder supports children's health, well-being and relaxation. She praises children who are recently walking as they attempt to jump, saying 'ready, steady, jump', clapping their efforts. She also encourages children who are tired to have a sleep. She provides children with a darkened room to aid

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need to do better?

25 April 2023 their rest and regularly checks on them. This helps to promote children's safety, health and well-being. n The childminder uses age-appropriate ways to help children understand people's different cultures and beliefs. She teaches children about the different customs and festivals that people might celebrate. Children learn about the world around them and the diversity of life in modern Britain. n The childminder has identified that some of her children would benefit from spending time with others, particularly since the COVID-19 pandemic. She regularly meets with local childminders so children can mix in larger groups. Children enjoy going to parks and on walks in the local community. They get plenty of exercise and develop social skills as they explore new places. n The childminder attends online training and networks with the local authority to help keep her own knowledge up to date and reflect on her practice. She has

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need to do better?

recently updated her paediatric first-aid training. This in turn has had a positive impact on supporting the safety of the children in her care. n The childminder has effective strategies for partnership working with parents. For example, since her last inspection, she has introduced an 'All About Me' form to gather children's starting points from parents. She consistently shares information about children's care and learning at the end of the day. She also provides ideas on how learning can be extended at home, which helps to strengthen continuity and consistency in children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough understanding of her duty to keep children safe. She implements robust safeguarding procedures to ensure the safety and well- being of children. The childminder can identify when there is a concern about a child's welfare and knows how to report concerns to the relevant agency. She attends regular safeguarding training and carries out research online to keep her knowledge up to date. The childminder helps to teach children in her care how to keep themselves safe. For example, with older children, she talks to them about how to keep themselves safe online.

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should:

n give children time to fully explore their own ideas through activities they have initiated.

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Setting details

Unique reference number EY370344 Local authority Trafford Inspection number 10280250 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 12 Number of children on roll 6 Date of previous inspection 15 August 2017

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Information about this early years setting

The childminder registered in 2008. She lives in the Sale area of Trafford. She operates all year around, from 7.15am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder can provide 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 this into account in their evaluation of the provider. n The inspector held discussions with the childminder to assess her knowledge of the safeguarding and welfare requirements of the early years foundation stage. n The childminder and the inspector evaluated an activity and discussed the impact on children's learning. n The inspector observed the interactions of the childminder with the children. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n Parents shared written feedback regarding the childminder with the inspector. n Relevant documents were viewed by the inspector, including paediatric first-aid certificates and daily registers. Discussions were held with the childminder

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Inspection activities

regarding how she ensures ongoing suitability of anyone over the age of 16 residing in the house.

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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

25 April 2023 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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