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

The childminder provides an exciting curriculum to meet the individual needs and interests of children and their families. Consequently, children are inquisitive learners. The childminder skilfully uses the natural environment to stimulate children's imaginations, language and curiosity. For example, when out in the woodland garden, children work together to build their own hurdle track. They successfully jump over each one until they reach the end. The childminder extends children's vocabulary as they learn to name and identify the visiting wildlife. Later, children wait patiently at the window to see if the wildlife will return to eat the food they have left them.

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The provision is good

The childminder sets high expectations for children's behaviour and routines. Children show that they enjoy each other's company as they play together, taking turns with toys and games they have self-selected. The childminder has a strong focus on developing children's independence skills. For example, children know they need to sit at the step to take their wellington boots off before they come into the home. They expertly peel their banana and remove the tricky lids from their yoghurt pots at lunchtime. Children have confidence in their own abilities, which supports them for their future learning.

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need to do better?

n The childminder is keen to improve her practice. She undertakes professional development and regularly meets with other childminders to share ideas and best practice. This helps her to make continuous improvement and to have a positive impact on children's learning. n The childminder builds strong connections with the children and families in her care. She gathers information before children start to help her plan individualised care and learning. Through the effective use of observation and assessment, the childminder builds on what children know and can do. This helps them to make good progress in their learning in readiness for their next steps. n The childminder takes every opportunity to engage children in rich conversations and support them to learn new vocabulary. For example, when exploring animals, the childminder introduces the children to new words, such as 'tusk'. They learn that a baby elephant is called a 'calf'. When they do not know the

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need to do better?

sound a giraffe makes, the childminder helps them to find this out by using the internet. Children have great fun incorporating this new sound into their 'Old MacDonald' rhyme. Children use a wide range of vocabulary and language structures and are confident communicators. n The childminder instils a love of books and reading to support the development of children's recognition of the printed word. However, children do not have

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need to do better?

4 March 2024 opportunities to see printed words in other contexts and to make marks for themselves during their play. This means that children are not learning that print can have many purposes and be used in different ways. n Children learn about keeping themselves healthy and safe. The childminder ensures that children adopt excellent hygiene routines. For example, children are taught to cough into their sleeves to catch the germs. Furthermore, they know when they need to wash their hands. Children hold conversations during their play about brushing their teeth. They show a good understanding of why this is important, to care for their teeth, as they play with the dentist toys provided by the childminder. These activities support them in forming healthy habits for their future. n The childminder is a good role model. She supports children to take care of the environment and to learn good manners. For example, she encourages children

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need to do better?

to tidy away their toys once they have finished playing with them. Children say 'please' and 'thank you' in their conversations throughout the day. Children listen intently and respond positively to the childminder and each other. n The childminder maintains regular communication with parents regarding their children's learning and development through detailed daily handovers. Parents comment on the support and guidance they have received from the childminder, and they say how this has helped them to prepare their children for their transition to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the curriculum for literacy further, to support children's understanding that print has many purposes.

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Setting details

Unique reference number EY495149 Local authority Trafford Inspection number 10308541 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 12 Date of previous inspection 26 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in the Urmston area of Greater Manchester. She operates between 7.30am and 5.30pm, Monday to Friday, all year round, with the exception of public bank holidays. The childminder holds an appropriate qualification at level 2 and 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been

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Inspection activities

implemented and the impact that this had 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

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

4 March 2024 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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