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 Requires improvement

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The provision is good

The childminder has developed an ambitious curriculum, such as developing children's resilience, communication and their personal, social and emotional skills. Children benefit from a range of well-considered learning experiences. For example, they learn about the complex processes of making bread, including waiting for the bread dough to rise before baking. They enjoy eating the bread, for instance, with the healthy, freshly made stew the childminder cooks for them.

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The provision is good

Children learn valuable knowledge, such as how to build tall towers with building blocks and to try again when the towers fall over. Babies learn that the action of splashing their hands in water makes the water move. They learn about early science from the childminder. Children develop their confidence and physical skills through the carefully planned learning that the childminder has established, including for children's play outdoors.

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The provision is good

The childminder ensures that children feel safe and secure at her setting. For instance, with soft singing, she gently rocks babies as they rest. This helps babies to build a strong bond with her. They settle quickly and happily in the childminder's care. The childminder supports children's behaviour skilfully. She compliments children for remembering to be kind to their friends. The childminder models the language that children need to use when asking for a turn of a toy. As a result, children behave well.

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need to do better?

n The childminder has taken careful steps to improve the quality of her work with children. For example, she has made effective use of the help of early education experts to help her to develop children's learning activities. As a result, the childminder mostly provides a clearly thought out and ambitious curriculum. Children are well prepared for the next stage in their education. n The curriculum for mathematics is very well thought out. The childminder offers repeated experiences in a variety of ways to build children's mathematical knowledge. For example, children use weighing scales to measure the weight of rice or fill and empty containers during water play. The childminder supports children by explaining mathematical language to them, such as 'lighter, heavier, half full' and 'half empty'. Children learn that mathematics is fun and can be found almost everywhere. n Mostly, the childminder promotes children's understanding of literacy well. For

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need to do better?

example, she sings songs to children as they play and takes them to the local library to experience stories being read aloud. However, she has not thought clearly about how she will help children to enjoy books in her own provision. For example, the childminder does not use stories well to extend children's learning.

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need to do better?

24 July 2024 This means that children do not learn some of the important knowledge that books can provide. n Most of the time, the childminder uses assessment strategies well to identify any gaps in children's learning. She uses this information to plan meaningful learning to support children's development. However, the childminder is less clear on what children need to learn next to build on what they know and can do. As a result, children are not always supported to learn some of the key knowledge that they need. n Children are supported well by the childminder to develop their understanding of how they should behave. The childminder uses the expert knowledge that she gained, such as from recent training, about supporting children's behaviour. She has high expectations of children's behaviour. She supports children's behaviour skilfully and children behave sensibly. n The childminder supports children's personal development effectively. For

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need to do better?

example, she helps children to build relationships with different people in the local community, such as local people who grow vegetables or those who run the local library. Children develop the confidence and communication skills that they need for their future learning at school. n The childminder makes certain that she gathers important information from parents about the children that she minds. For example, she finds out about children's interests, what settles them and what they already know, before they start her provision. This helps the childminder to provide learning and play that meets children's individual needs. n The childminder has a secure knowledge of how children learn. She makes sure that she is up to date with current education thinking, such as by attending regular training. This has a positive impact on the quality of the learning that she provides for the children. As a result, children make good progress through her

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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 strengthen the curriculum for literacy so that children learn important knowledge from books n improve the curriculum so that it is clear what children will learn next.

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Setting details

Unique reference number 504113 Local authority Salford Inspection number 10358131 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 16 February 2024

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Information about this early years setting

The childminder registered in 2001. She lives in the Eccles area of Salford. She operates Monday to Friday, all year round, from 7am to 6pm, except for bank holidays and family holidays. The childminder holds 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 The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n A range of relevant documentation was reviewed by the inspector, including examples of the childminder's training certificates. n The inspector and the childminder carried out a joint observation of an activity. n The inspector observed the quality of education being provided and assessed the impact this has on children's learning. n The inspector spoke with parents by telephone and considered written testimonials provided by parents and took account of their views.

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Inspection activities

24 July 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 July 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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