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 and her assistant create a relaxed environment with a broad curriculum that supports all children to flourish and develop well. Children have high levels of self-esteem and are extremely confident. Their laughter fills the air in this friendly, welcoming setting. Children play happily together and form strong relationships with their friends. For example, children take turns in the toy kitchen, pretending to make soup and mashed potato for lunch. Children are surrounded by attractive reading materials. They learn an array of stories and rhymes, which encourages their language development. For example, as they talk about 'Goldilocks', children enjoy telling their friends what she eats, saying, 'Look, she eats all their porridge,' and 'Oh no, she has eaten it all.'

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The provision is good

The childminder helps children to use a range of effective strategies to make their needs and wishes known, which helps them manage their emotions. For example, children choose from emotion cards and talk about how they are feeling today. Children's emotional well-being is supported extremely well. The childminder also uses gestures, signing and words in various languages. Their emotional well-being is given the utmost priority, and children are happy and settled as they are safe and secure.

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need to do better?

n Children have access to an inviting and organised playroom that provides a nurturing environment. The childminder has created a setting that supports the intent of an ambitious curriculum. All children progress well from their individual starting points and are confident communicators, eager to explore the resources and have fun learning. For example, children play in the kitchen and a child asks, 'Would you like some soup?' using new words effectively in their play. n The childminder and her assistant support children with the skills they need to achieve the next stages in their learning. For example, during a story, children count bowls and talk about the different sizes. However, the childminder and her assistant focus their interactions more on children who show good levels of attention. They do not consistently encourage quieter and less confident children to participate. Consequently, some children are not fully involved and engaged

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need to do better?

throughout the session. n The childminder supports children's communication and language development very well. For example, when reading the story of 'Goldilocks and the Three Bears' she extends the children's vocabulary by using words such as 'small', 'big' and 'bigger'. Children are developing their knowledge of number and size using mathematical language. The children demonstrate a broad range of vocabulary. n Supporting children who speak additional languages is a strength in the setting. The childminder and her assistant are both bilingual and speak Hindi, Urdu and

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need to do better?

26 April 2024 Punjabi. They have Czech, Polish and Hindi words on the wall for all children to learn. They encourage children to use their home language and introduce them to key words in English. The children learn about the wider world and their diverse community. n The children enjoy joining in with creative activities. For example, the children help put soil and plants in the hanging baskets for the garden. The childminder's assistant talks to the children about the flowers and the weather they need in order to grow. This supports children in learning about the world around us. n The childminder and assistant work closely to provide a consistent approach to children's learning. Her assistant feels well supported through regular supervision arrangements and team meetings. The childminder encourages her assistant to pursue further training with her to keep his knowledge up to date and provides her assistant with incisive feedback to enhance his teaching.

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need to do better?

n Partnership working with parents is strong. The childminder gives parents ideas to support children's learning at home. She provides information to support families with toilet training and oral health at home. Parents speak highly of the childminder's provision and their comments include 'We all feel loved.' n Care practices are good. The children go and wash their hands before mealtimes and confidently serve and feed themselves. They develop their independence through a range of experiences, for instance dressing themselves to go outside or using the toilet. This supports children's development in preparation for 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.

p.3

should:

n strengthen curriculum planning and implementation to support the unique learning styles of all children throughout the session.

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Setting details

Unique reference number EY499611 Local authority Trafford Inspection number 10335373 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 7 Date of previous inspection 13 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Stretford, Trafford. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with an assistant. She offers funding 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 they are 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 Children spoke to the inspector about what they enjoy doing while with the childminder. 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.

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Inspection activities

26 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

26 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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