Wellock, Claire

Overall effectiveness Outstanding

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

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The provision is outstanding

Children demonstrate deep involvement in their play and learning. They feel extremely secure in the care of the dedicated childminder and make exceptional progress from their starting points. The childminder skilfully narrates and comments on children's play and exploration. Children, therefore, hear words and sentences about things that have drawn their interest. Toddlers play energetically with a ball. The childminder joins in and uses the words 'kick' and 'kicking' to describe their actions. This helps children to learn and understand relevant words. Children show that they already know a lot about being a footballer as they determinedly kick and chase the ball. Their complete engagement in whole-body movement helps them to develop balance, concentration and stamina from an early age.

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The provision is outstanding

The childminder's cheerful and thoughtful manner promotes children's positive relationships with her and with each other. When toddlers make early attempts to share toys, the childminder offers specific praise. Children enjoy receiving her approval. They know what they have done well. This helps children to form healthy friendships and to become considerate members of the group. The childminder builds partnership with parents and carers into all aspects of her provision. In one example, she puts children's family photos into a little album. Toddlers' fascination with looking at themselves and their family is obvious. They seek out the album and try really hard to say the names of those important people.

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need to do better?

n The well-qualified childminder's superb curriculum is informed by her passion for her role and her commitment to continuing her professional development. She expertly applies new knowledge to her self-evaluation process. As an outcome of one training course, the childminder noted that children's interest in the outdoor playhouse had diminished. She made it into a cosy place for reading. Children of all ages now visit the 'reading owl' to share and enjoy stories. n The childminder's teaching demonstrates her excellent understanding of how children learn. Children learn in ways that excite them and stimulate their thinking. The childminder sings a familiar song while she taps a lively rhythm on the well-designed outdoor 'music wall'. Toddlers rush to join in. They begin to sing along in their own way. The happy interaction sparks children's desire to communicate. They make swift progress in learning to speak.

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need to do better?

n Songs feature often in the childminder's teaching. She sings a made-up song during handwashing and another one that reminds children about how to take off their own trousers. Children therefore begin to link familiar refrains to skills that the childminder teaches them. The childminder uses counting songs to introduce the concept of numbers matched to quantity. Children sing about five

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need to do better?

17 September 2024 little ducks swimming away, one by one, as the number word changes. n The childminder's daily routines are meticulously planned to promote maximum learning. Children busily fetch their snack plates from the well-organised, accessible kitchen drawer. They know that they will have thinking time and that their choice of plate will be respected. Children develop a confident ownership of the familiar, consistent routines. They learn to use their initiative and to become self-reliant as they grow. n Children learn to persevere. Toddlers try hard to place small wooden rings over a post, but keep missing it. The childminder invites them to have another go later in the day. Children's small-muscle control is developing rapidly and this time they succeed. The well-chosen, timely activity helps children to discover that trying again brings success. n The childminder uses a speech and language assessment toolkit to check

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need to do better?

children's progress. This helps her to intervene early and effectively, should concerns arise. In addition, the childminder teaches local childminder colleagues to use the toolkit. Her guidance helps other providers to promote children's communication development. n The childminder enriches her curriculum by closely involving children's families. For example, she incorporates their different cultural traditions into Christmas events. Children, therefore, learn to value and respect other people's views and beliefs. The childminder unfailingly models the behaviour and attitudes that she wants children to adopt. When children drop a baby doll onto the floor, the childminder picks it up and comforts it. n Children's safety and welfare are vigilantly promoted. The childminder participates in local networks where up-to-date information about child protection matters is shared. This alerts her to local trends in the risks that

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need to do better?

children and families may face. The childminder talks with children about online safety. She reads stories that help children to understand the possible consequences of sharing personal information with people they do not know.

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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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Setting details

Unique reference number EY424643 Local authority Salford Inspection number 10354720 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 15 Date of previous inspection 2 November 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Irlam. Her provision operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education and is eligible to offer places for children in receipt of funding for disadvantage.

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Inspection activities

n The childminder and the inspector discussed the impact of activities and routines on children's progress. n The inspector observed interactions between the childminder and the children. She spoke with children. n The inspector read written feedback from parents. She took account of their views. n Documents used in the childminder's setting were sampled and evaluated by the inspector.

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Inspection activities

17 September 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

17 September 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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