Carey, Deborah Christine

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 and her assistant focus on developing children's learning through play and kindness. Visitors receive a warm welcome as children wave, smile and say 'hello' with confidence. The childminder and her assistant have created a thriving atmosphere where children are safe and happy. They are kind and nurturing role models. As a result, children develop close bonds with them.

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The provision is good

The childminder is ambitious for what children can achieve. Children start their day with a dance. They happily sing, wiggle and shake their way through the 'wake up' song together. As children listen to the story of 'The Little Red Hen', they talk about the animals not helping each other. They say, 'That's not kind to your friends.' This discussion helps children to learn about kindness. Children develop their arm and hand muscles as they pour water into the bread mixture, mixing and stirring with gusto. They persevere when the dough gets thick and sticky, showing their determination to complete the task. This helps children to develop the skills they need to become independent and resilient learners.

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The provision is good

Stories and books are central to the curriculum. The childminder makes the most of daily routines to promote children's literacy skills and enhance their understanding of the world. For example, children listen closely to the childminder's expressive voice as she shares a book at snack time. They are hooked on the story, fully engrossed as they eat their food with their eyes wide open. This helps to develop children's listening and attention skills in preparation for the next stage of their education.

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need to do better?

n The childminder and her assistant prioritise the development of children's communication and language. They are good language models and encourage children's language by asking open questions. The childminder and her assistant praise children's contributions when they use words from the story or remember that the cat was 'stripy'. This helps to extend children's developing vocabulary and fosters their love of books. n The childminder provides a wide range of stimulating activities which engage children. After listening to the story of the 'Little Red Hen', children make bread and plant their own seeds. However, although the organisation of the activity is well thought out, key learning points are not planned in enough detail. For example, learning intentions do not focus clearly on the experiences for younger children. This does not maximise their learning. n The childminder understands the value of children being physically active every

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need to do better?

day. Children have many opportunities to develop their small and large muscles in the well-resourced garden. They enjoy climbing, exploring natural materials

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need to do better?

24 April 2024 and using the mini rollercoaster track. The childminder and her assistant seize opportunities to talk to children about the birds and insects they observe. This helps to promote children's interest in the natural world. n The childminder and her assistant offer children lots of choices throughout the day. For example, children choose equipment, stories, snacks and music for dancing. As a result, children make decisions with confidence and express their likes and dislikes clearly. This helps to develop their independence and self- management skills, which prepares them for the next stage of their education. n Parents are delighted with the emotional support and learning experiences offered to their children. The childminder works closely with parents of children who receive support from the speech and language therapy service. This partnership working provides consistency for children and helps them to make

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need to do better?

good progress. The childminder shares information from external agencies to support families. This includes advice on dental hygiene and immunisations. This partnership helps to further enhance children's good health and well-being. n The childminder and her assistant maintain their mandatory training for safeguarding and first aid, to ensure that their practice is up to date. They work well as a team and identify areas for further training, such as developing children's communication and language skills. The childminder and her assistant have used the knowledge from their training to create a communication-friendly learning environment. As a result, all children are developing strong and confident language skills.

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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 focus more precisely on the learning intentions to help maximise learning outcomes for all children.

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Setting details

Unique reference number EY227203 Local authority Salford Inspection number 10335151 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 8 Date of previous inspection 6 June 2018

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Information about this early years setting

The childminder registered in 2002 and lives in Swinton. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant, who has an appropriate qualification at level 3. 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 childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder, her assistant and children.

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Inspection activities

24 April 2024 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

24 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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