Sheppard, Ruth Melanie

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 are safe and happy in the childminder's care. The childminder is kind and nurturing. The interactions between the children and childminder are natural and genuine. This helps children to feel secure and promotes their emotional well- being. The childminder is a good role model. Children are very comfortable and familiar with the childminder's routines. Older children demonstrate high levels of confidence as they introduce themselves to visitors. Children know what is expected of them and behave well.

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The provision is good

The childminder provides a tailored curriculum around individual children's interests and needs. The childminder supports children to develop some good and confident communication skills. For example, when climbing to the top of the slide, older children excitedly say, 'look I'm bigger than you.' The childminder introduces new vocabulary by replying 'yes you are taller.' Furthermore, the childminder reinforces the correct pronunciation of words well. Children of all ages enjoy books and singing activities. Older children chat and use words and phrases that are familiar to them. Children are becoming confident communicators.

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The provision is good

The childminder has high expectations for children. She wants them to be independent before they leave her care for school. Children learn to take care of their own needs. Older children independently put their coats and shoes on. The childminder offers praise when they successfully get the shoes on the correct feet. Children feel a sense of achievement and are developing skills for their next stage of learning.

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need to do better?

n The childminder wants children to be ready for their eventual move to school. She helps children to become familiar with the school environment by attending assemblies and sports days at the local primary school. This helps to support children's personal, social and emotional development. n Children are offered a variety of experiences and opportunities with which they show high levels of engagement and focus. For example, older children explore the water fountain in the garden. They ask questions such as 'where is the water coming from?' However, the childminder does not always build on this type of curiosity to extend children's learning. Children are not always supported to develop critical thinking skills. n The childminder supports children to learn being healthy. The childminder offers a range of healthy meals and snacks. She offers gentle reminders throughout the day to drink lots of water. Older children follow good hygiene routines. For

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need to do better?

example, they wash their hands regularly and discuss how to try and stop germs from spreading. Children are developing an awareness of how to lead a healthy

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need to do better?

29 April 2024 lifestyle. n The childminder offers opportunities for exploring outdoors. This helps children to build stamina and their large muscles. The childminder helps them to develop their small muscles and control as well. For instance, children use a range of tools such as scissors and knives to cut shapes out of playdough. This helps to support children's developing physical skills. n The childminder uses effective approaches to monitor and assess children's learning. Her understanding of how children including those with special educational needs and/or disabilities learn helps her to identify any emerging areas of development. She works alongside parents and other agencies to offer appropriate support to children and families. This helps all children to make continued good progress. n Parents report, that the childminder provides experiences to help their children understand different cultures and celebrations. Furthermore, they say this

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need to do better?

enables their child to become an open minded and intelligent individual with a sensibility towards others in society. This prepares children for life in modern Britain. n The childminder talks to children about how to keep safe. She reminds children about having 'walking feet' inside. She helps them think about the possible consequences of running and how they may slip and fall. Furthermore, children recall waiting for the 'green man' at traffic lights to be able to safely cross busy roads. Children are confident to apply safety rules. n The childminder attends regular training and implements this in her day-to -day practice to improve outcomes for children. The childminder is very confident in how to keep children safe and knows the process to follow if she has any concerns about a child or an allegation is made about herself or a household member.

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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 extend opportunities for children to explore their ideas and develop their thinking skills.

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Setting details

Unique reference number EY332117 Local authority Salford Inspection number 10335650 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 5 Date of previous inspection 22 June 2018

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Information about this early years setting

The childminder registered in 2006 and lives in Worsley, Manchester. She operates during term time from 7.15am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder has 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 her practice. n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities she provides children. n The childminder and inspector discussed risk assessments and how she ensures the setting is safe and suitable. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request, including parent testimonials.

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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

29 April 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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