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

p.1

The provision is good

The childminder has successfully delivered her vision of a warm, nurturing and stimulating environment where children thrive. Children develop secure emotional bonds with the childminder. She is highly tuned in to their needs. The childminder knows when children need a hug, a sleep or when to move on to something new in their play. This helps children to feel safe and secure.

p.2

The provision is good

The childminder has designed an ambitious curriculum, which she tailors to meet the individual learning needs of all children. She has created a stimulating environment. Children have access to a good range of interesting resources, which inspire their curiosity and imagination. For example, children explore a tray with circular objects and curved loose parts. Younger children stack wooden and metal rings precisely, which supports them to develop dexterity in their hands and fingers. The childminder extends this concept further for older children by encouraging them to use paintbrushes to draw circular motions in the coloured sand. This supports children's pre-writing skills in preparation for school.

p.2

The provision is good

The childminder supports children to behave well. She encourages children to show kindness to each other. She uses her calm and gentle voice to explain ways of sharing space or toys. Children respond positively to the childminder's requests and suggestions. They receive warm praise from the childminder, which encourages them to repeat this good behaviour.

p.2

need to do better?

n The childminder has a very good knowledge and understanding of how to support children's developing language skills effectively. She accurately pinpoints children's stage of language and comprehension. The childminder uses assessment tools to identify clear next steps in learning for children, alongside effective support strategies. She consistently weaves and embeds these into everyday interactions and routines. This helps children to become good communicators. n The childminder has designed a mathematics curriculum that supports children to develop a strong sense of number. For example, she asks children to 'take two' from a larger set of eyes when making faces with dough. The childminder understands the importance of children knowing 'two' without counting. Children explore the concept of 'heavy' and 'light' in a role-play shop and have many opportunities to practise their counting skills. As a result, they lay strong

p.2

need to do better?

foundations for their future learning in mathematics. n The childminder plans regular outings for children, which offer many opportunities to learn about the world around them. Children experience different people and places at a variety of parks and playgroups. They enjoy

p.2

need to do better?

22 January 2025 frequently travelling on the bus. However, the childminder does not always expose children to a rich set of experiences that promote a very secure understanding of different ways of life in modern Britain. n The childminder supports children to do things for themselves and has high expectations for their self-care skills. She guides young children through tasks that extend their skills, such as unscrewing lids off jars. She remains at their side, narrating as they turn the lids. Children are thrilled with their success when the lid comes off, and the childminder praises them warmly for their efforts. This helps children to feel confident in their abilities and boosts their self-esteem. n The childminder provides a range of home-made and nutritious snacks and meals for children, which they thoroughly enjoy. Children have access to fresh water and learn about the importance of good hygiene. They frequently wash

p.2

need to do better?

their hands at the portable sink and use clean, fresh hand towels to support infection control. This easy access to regular handwashing helps children to develop effective hygiene behaviours from the start. n The childminder works closely with parents and carers to enhance the home learning environment. She shares oral health advice and top tips for supporting children's language development, such as getting face to face, using single words and giving children extended time to respond. This consistent approach helps children to make very good progress. n The childminder is a reflective practitioner who demonstrates her commitment to quality improvement. She carries out research into different early years approaches and updates her resources and environment regularly. She has made changes to the setting, such as lowering the age range of children in her care to focus on the youngest children. As a result, the childminder has found that

p.3

need to do better?

children's routines are less disrupted and the rhythm of the day revolves entirely around their needs.

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 strengthen opportunities to provide children with a rich set of experiences that support them to develop a deeper understanding of families, people and communities beyond their own.

p.3

Setting details

Unique reference number EY544045 Local authority Salford Inspection number 10368306 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 14 March 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Swinton, Manchester. 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. She provides government funded childcare.

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 the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector took account of parents' views. n The inspector and the childminder carried out a joint observation.

p.4

Inspection activities

22 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.

p.4

Inspection activities

22 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.

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