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

p.1

The provision is good

Children demonstrate that they feel happy and safe. They thrive in the care of the experienced childminder. The childminder plans learning experiences that she knows the children enjoy. For example, children smile in delight as they pass bricks to the childminder and work together, carefully placing bricks on top of each other to make a tower. Children gasp in anticipations as they watch the tower wobble. They laugh as the tower falls. On the whole, children engage and concentrate well. They make good progress in their learning and development. The childminder plans her curriculum to support children to be independent and curious learners. For example, children are interested in exploring insects. The childminder encourages them to identify the insects they find. She offers children books about insects to further their knowledge. Overall, children develop a positive attitude to learning.

p.2

The provision is good

Children benefit from trips and outings. For example, the childminder takes children to toddler groups. This helps children to learn good social skills as they meet new friends and learn to play together. Children behave well. In addition, the childminder promotes equality and diversity as she helps children to consider the similarities and differences between their families and the families of their friends. This helps children to develop a positive and inclusive attitude.

p.2

need to do better?

n Adult-led activities have a clear focus on helping children to achieve their next steps in learning. For example, children enjoy pouring water between containers. The childminder planned this experience to help children develop the skills that will support them to use an open cup. However, during free play, learning experiences are not as precisely matched to children's next steps in learning. As a result, children sometimes lose concentration and move quickly between activities. They do not always become deeply absorbed in their learning. n Children's independence is supported by the childminder. Children make regular choices during the day. The childminder encourages children to feed themselves and to manage tasks such as putting on their own coat and shoes. As a result, children become increasingly independent in managing self-care tasks. n Children make good progress in their physical development. Children use

p.2

need to do better?

wheeled toys, and they enjoy kicking and throwing balls. This helps children to develop their balance and coordination. The childminder provides opportunities for children to develop their smaller muscles and dexterity, for example, when using sand and threading objects onto a string. Children develop finger strength and control in readiness for early writing. n The childminder plans her daily routine giving sufficient time for children's learning and care needs. However, she does not consistently let children know what is happening next in their day. For example, she prepares for lunch before

p.2

need to do better?

25 November 2024 she tells the children it's lunchtime. As a result, children are sometimes unsure what is happening next in their day, and on occasion, are reluctant to join in. n The childminder supports children's language development. She speaks clearly to children, repeating their words and giving them ample time to respond in conversation. Children build their vocabulary and they turn take in conversation. In addition, the childminder encourages children to develop a love of books. She reads regularly to children and takes them to rhyme time sessions at the local library. Children enjoy sharing books and talk about the pictures on each page. They finish the ends of familiar phrases in stories. Children develop a love of literacy from a young age. n The childminder praises kind and caring behaviour. She is an effective role model. The childminder demonstrates turn taking, sharing and good manners

p.2

need to do better?

throughout the day. As a result, children copy her good behaviour. For example, children say 'thank you' and they turn take in play. This contributes to the harmonious learning environment. n The childminder works closely in partnership with parents and with other settings that children also attend. For example, she shares information about children's current learning, including ideas for supporting learning at home. The childminder works closely with teaching staff at the local preschool. As a result, children benefit a consistent approach between home and the settings they attend. This helps children to make good progress. n The childminder monitors children's progress and uses assessment to help her identify any gaps in learning. She knows what to do if children are not reaching the expected milestones for their age. The childminder knows that early identification of need and carefully tailored support, when required, helps

p.3

need to do better?

children to make good progress from their starting points.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n consistently provide opportunities that enable children to practice and refine their current skills and encourage them to become deeply absorbed in their learning n develop effective strategies to help children know what to expect next in their day, so they remain settled and engaged in learning.

p.3

Setting details

Unique reference number EY331812 Local authority Trafford Inspection number 10364039 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 22 January 2019

p.4

Information about this early years setting

The childminder registered in 2006 and is located in Stretford, Manchester. She operates all year round, from 7.30am to 5.30pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their EYFS curriculum. n Children spoke communicated with the inspector during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

25 November 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.

p.4

Inspection activities

25 November 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6