Childminder in Salford

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder successfully delivers her vision to offer an ambitious curriculum, along with a calm, relaxed atmosphere where children feel comfortable and safe to play and learn. She makes good use of the outdoor environment, which has been inspired by natural materials that give the area a sense of peace and tranquillity. Children confidently explore. They play with wooden blocks and engage in heavy lifting, challenging themselves to carry tree stumps and larger blocks. They are encouraged to express and follow their own ideas, despite their young age. Children say, 'This stone looks like a planet.' They make ramps and ride their bikes skilfully along them.

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The provision is good

The childminder promotes every child's learning skilfully. Children swing in the hammock, and the childminder reminds younger children how to get in and out safely. They sit with good balance and request their favourite songs. Children sing, 'Row, row, row your boat' with the childminder, as she gently rocks them from side to side. The childminder uses her voice to demonstrate fast and slow, and loud and quiet. She pauses to invite children to finish the final words themselves. These strategies promote language development and prepare children well for the teaching of phonics and early reading skills in the future. Children behave well. They are relaxed and can regulate their emotions quickly when they face frustration. The childminder sensitively guides children to make positive choices. She creates opportunities for children to help each other. For example, older children help younger children to put on their shoes. They receive lots of praise for

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The provision is good

their efforts, which helps them to feel accomplished.

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need to do better?

n Following the previous inspection, the childminder has maintained her commitment to training. However, she has not precisely identified minor gaps in her subject knowledge. For example, in a small number of curriculum areas, she has not identified some of the detail that children need to learn. This means that in those areas, children do not gain the deep knowledge that is needed to support the learning that comes next. n In mathematics, children learn to count and recognise digits. They use mathematical language related to size, measures and shape in their speech. However, the childminder is not clear how to plan the educational programmes for mathematics to give children the learning opportunities they need to develop a deep understanding of number. They have fewer opportunities to explore relationships between numbers and to express their mathematical thinking. This means their development in mathematics does not securely prepare them to

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need to do better?

approach calculation in the next stage of their learning. n The childminder knows her children well. She has a good knowledge of their

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need to do better?

9 May 2024 personalities and learning styles. For example, she is tuned into their body language and can anticipate when children need time to rest or when to extend their play a little longer. She adapts daily routines in response to parents' feedback about sleeping patterns. This knowledge and intuition help the childminder to meet children's individual needs effectively. n The childminder has a focus on supporting the development of language. Books are a strong feature of her curriculum, and she has undertaken training on supporting early communication. The childminder has a clear understanding of the importance of introducing new vocabulary. She knows that children need to use their new words daily in different contexts to build on their knowledge. As a result, children make very good progress in their language and communication skills in relation to their age. n The childminder has achieved a good balance of nurture, together with clear

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need to do better?

boundaries and consistent routines. This approach helps children to regulate their emotions throughout the day. Children show high levels of involvement in their play. This growing ability to focus prepares children well for the next stage of their education. n Parents say their children are happy and progressing well in the care of the childminder. Parents ask the childminder for advice on matters such as sleep, dummies and diet. They work together successfully on potty training. This support helps children to make speedy progress in their self-care skills. n The childminder provides daily opportunities for children to be active outdoors. They spend many hours in the outdoor learning environment and attend weekly sessions in the local community garden developing their physical skills and understanding of the natural world. The childminder gives careful consideration to the nutritional value of the meals that she provides, and children follow good

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need to do better?

hygiene routines. This helps to promote children's overall good health and well- being.

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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 review the programme of professional development, in particular to increase knowledge of how to help build strong foundations for children's future learning in mathematics.

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Setting details

Unique reference number EY501847 Local authority Salford Inspection number 10339214 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 4 Date of previous inspection 4 July 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Eccles. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a qualification at level 3.

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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 provider. 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 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 and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

9 May 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

9 May 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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