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 Good

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The provision is good

Children thrive in the care of this kind and experienced childminder. The strong bonds she builds with children help them to feel safe, secure and confident. For example, children giggle happily as they play with the childminder. They are eager to spend time with her. The childminder plans her curriculum carefully to support children's learning. For example, she uses children's current interest in snow to develop their knowledge. Children collect two containers of ice. Throughout the morning, children are excited to see which container is melting first. Children learn that the ice melts more quickly if left in the sun. These early experiments support children's curiosity as they learn to test and make predictions. Children develop a good attitude to learning, and they make good progress.

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The provision is good

Children develop their independence as they help to prepare their snacks. They work hard to peel bananas. Children persevere with the gentle encouragement of the childminder. The childminder encourages children to talk about the different foods. For example, they learn that some foods have vitamins, which are good for your body. This helps children to develop their understanding of healthy lifestyles.

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The provision is good

The childminder is consistent in supporting children's behaviour. She models positive attitudes to learning. Children understand good behaviours. They share and take turns. Children show good manners, saying 'please' and 'thank you' to adults and each other.

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need to do better?

n The childminder plans her learning carefully to support the needs of children. Recent training has led her to adapt her provision. For example, she now offers more floor play and opportunities for children to be physical. This has resulted in children being more active during free play. In other training, the childminder has developed her knowledge on how to support children's communication and language skills further. Children benefit from the childminder's targeted learning and development. n The childminder plans appropriately ambitious next steps for children. She joins children as they play and supports them to develop new skills. However, on occasion, the childminder intervenes before children are ready. For example, she asks questions while children are still absorbed in exploring resources. As a result, children lose interest and become distracted from their learning. n The curriculum is especially well planned in supporting children to develop their

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need to do better?

love of reading. The childminder reads stories well, and children are enthralled. In addition, children benefit from outings, such as the library, the theatre or visiting interactive displays by authors. They are confident using both fiction and reference books. As a result, children brim with excitement when they choose a

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need to do better?

10 January 2025 book, they recall information they have learned and they talk about familiar books when playing. Children develop an understanding that books have a purpose. n The childminder has a clear vision to support children in meeting their developmental expectations. She uses assessments well to consider children's current abilities and experiences. This helps her to identify any gaps in learning and development. The childminder is quick to offer appropriate support and make specialist referrals where necessary. This early intervention helps to reduce gaps in children's learning. n The childminder helps children to recognise and discuss emotions. For example, during a story session, children talk about a character feeling sad. The childminder discusses different emotions and behaviours. Children learn to express themselves and consider how their behaviour might make others feel. Children show good social skills as their play together.

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need to do better?

n The childminder uses her curriculum to help children learn about nature. For example, children use binoculars and magnifying glasses to explore in the garden. The childminder teaches children to plant seeds. As a result, children learn about the world around them. n Partnership with parents is a strength. Parents comment positively on the support they receive. For example, ideas are shared to help children continue their learning at home. They explain how tasks, such as toilet training, are made easier. Children benefit from consistent learning experiences. n Children's hygiene routines are good. They know to wash their hands after messy play and before eating. Children explain that this removes germs that could make them feel unwell. Children are building their knowledge about the importance of good hygiene routines. n Transitions to school are well planned. The childminder has developed good partnerships with teaching staff at the local school. This helps her to know the

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need to do better?

skills that will support children when they move to school. In addition, she talks to children and uses stories to broaden their knowledge of school. This helps children to be prepared for their next stage of learning.

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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 consider the most effective times to join children's play to support them to remain deeply engrossed in their learning.

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Setting details

Unique reference number EY413167 Local authority Salford Inspection number 10364015 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 21 January 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Salford. She operates all year round, from 7.30am to 6pm, from Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. 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.

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Inspection activities

10 January 2025 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

10 January 2025 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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