Reynolds, Kay Elizabeth

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

This very experienced childminder mainly cares for the youngest children, as most children go to nursery following their third birthday. Children are enthusiastically welcomed into a safe and caring home environment. The childminder fosters warm and affectionate relationships, which help children to feel valued and secure. Children, including those who are new to the setting, are settled and happy in the childminder's care. The childminder has an excellent knowledge of each child's routines, preferences and their stage of development. She is attentive to each child and places a strong emphasis on their emotional well-being. The childminder supports children as they learn to play cooperatively and behave well from a very early age.

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The provision is good

Children enjoy a wide range of activities which help them to make good progress and provides a strong foundation for their future learning. They smile happily as the childminder praises new achievements, such as smiling and clapping hands. They enjoy songs and rhymes with the childminder. Babies excitedly wave their arms and reach out to grasp hold of their favourite musical instruments.

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The provision is good

This knowledgeable childminder provides an ambitious, well-sequenced curriculum. She skilfully builds on what children already know and can do. Encouraged by the childminder, babies make rapid progress, particularly in their physical development. The childminder provides many opportunities for babies to develop their core strength. They build their leg muscles, practise and refine their balance and coordination as they play and enjoy moving to music, in preparation for taking their first steps.

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need to do better?

n The childminder uses a termly, seasonal topic-based approach to help her plan a broad and balanced curriculum. She monitors children's progress and any gaps or possible delays in children's development are quickly identified. The childminder uses a personalised curriculum to help children to catch up with their peers. n Children's speech and language development is given a high priority. The childminder models language well and routinely builds children's vocabulary. She uses her experience and guidance to help identify when children may need expert support. The childminder recognises the need for further training to support her in assessing children's communication and language skills more effectively and to enhance the curriculum. n The childminder uses children's interests effectively to provide activities that ignite their enthusiasm for learning. For example, the childminder notes a child's interest in blocks. She uses this to encourage children to explore new sensory

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need to do better?

13 June 2024 experiences to support their development. n Children become confident and motivated learners. They become absorbed as they fill and empty different coloured containers, eagerly trying different utensils to scoop and mix breakfast cereals. Alongside, the childminder repeatedly models language to help children to learn new words, such as scoop, mix and pour, as they play. n The childminder provides a varied weekly routine that interests children and successfully promotes their learning. Children enjoy regular outings locally. They are becoming increasingly aware of the community in which they live. n The childminder carefully considers ways to enhance children's learning. After learning about the life cycle of a butterfly, children delight in the opportunity to witness this first hand. They feed and watch the caterpillars before they make a cocoon and when they emerge as butterflies and fly away. Children are

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need to do better?

developing a good understanding of the natural world. n Children have some opportunities to learn about the importance of a healthy lifestyle. Children use toothbrushes to clean plastic teeth, which helps to raise awareness of the importance of brushing teeth. However, the childminder does not fully support children to learn about the importance of making healthy choices about what they drink, to promote their oral health. n Effective communication between the childminder and the parents, encourages parents to share what they know about their child's learning. This helps the childminder to plan and support children to make good progress in their learning and development from the beginning. This knowledgeable childminder routinely provides advice and support to help parents to further promote their child's learning at home. n The childminder manages her setting well and values feedback from parents. She reflects on the quality of her provision and routinely accesses relevant

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need to do better?

webinars. This supports her professional development.

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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 explore professional development opportunities, to strengthen the assessment process and the educational programme for communication and language n support children to learn about the importance of making healthy choices about what they drink, to promote their oral health.

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Setting details

Unique reference number EY400877 Local authority Salford Inspection number 10346244 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 7 Date of previous inspection 10 January 2020

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Information about this early years setting

The childminder registered in 2009 and lives in Swinton. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 June 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

13 June 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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