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

The childminder welcomes children into her safe, stimulating and well-resourced home. Children access their own dedicated room, where they demonstrate confidence and resilience. The childminder knows each child incredibly well, which helps her to personalise children's learning. She offers families a flexible settling-in process that is designed to meet children's needs.

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The provision is good

The childminder considers children's starting points in development along with their interests. She uses this information to shape children's next steps in learning and make their learning opportunities relevant. The childminder ensures that all children are prepared for their transition to school. For example, she teaches them how to be socially aware and ready for new challenges.

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The provision is good

The childminder supports children's behaviour well. She is calm and responsive to situations that arise from children's heightened emotions. The childminder gives children consistent messages to promote positive behaviour, such by teaching them ways to calm down and regulate. Children demonstrate a good understanding of the childminder's routine and are familiar with the expectations in this home-from- home environment.

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need to do better?

n The childminder supports children's communication and language well. She articulates and demonstrates clear and precise language to children, modelling words and sentences. For example, children show delight as the childminder reads stories to them, making links to their personal experiences. As a result, children feel cherished and understood while learning new vocabulary. n Children demonstrate the love and care they have for their childminder. They regularly check in with her for reassurance and guidance, when needed. The childminder quickly tunes into children's feelings, wants and desires. She recognises when children need to regulate and rest or when they need to extend their learning. For example, when children show an interests in shapes, number and pattern, the childminder provides educational games that offer a new focus for their attention. n The childminder completes progress checks and identifies children's next steps in

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need to do better?

learning. She shares these with parents and carers and discusses any concerns. The childminder sends out parent questionnaires regularly to gather information about their children's interests and development. This helps the childminder to gain a full picture of what each child needs to progress further, while taking into account what they enjoy. Parents feel valued and involved in their children's education. n Overall, the childminder supports children's independence. She teaches children

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need to do better?

28 March 2025 to take off their own shoes and coats, use the toilet when age-appropriate and to sometimes pour their own drinks. This helps children to develop some early self-help skills. However, children tend to rely on their childminder for simple personal hygiene routines, such as wiping their noses and handwashing. On these occasions, the childminder does not consistently encourage children to tend to their own personal needs, to embed their independence more fully. n The childminder liaises closely with parents, offering advice and tips for child development and their well-being. For instance, she undertakes regular training around behaviour, weaving newly learned strategies into her practice and delivery. The childminder supports parents with external referrals for children with special educational needs and/or disabilities (SEND). She has recently embarked on specified medical training to ensure that she cares for children with

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need to do better?

dietary needs effectively. This helps the childminder to offer a high standard of inclusive practice. n The childminder places an emphasis on providing high-quality resources that enhance children's learning. Children have free access to an abundance of activities, which encourage their engagement. However, when children quickly move on, the childminder does not encourage children to persevere and focus for longer periods of time. Consequently, children do not consistently develop their ideas and problem-solving skills as they do not have the opportunity to build on what they already know. n The childminder is committed to enhancing her professional knowledge and understanding. She actively completes training to support children's learning and experiences. As a result, the childminder gains a wealth of knowledge and skills to support children, particularly children with SEND.

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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 provide more opportunities to help young children to develop their independence further n allow children more time to explore and engage in activities to help develop their problem-solving skills and concentration levels.

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Setting details

Unique reference number EY536627 Local authority Salford Inspection number 10380867 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 12 Number of children on roll 9 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Worsley, Manchester. She operates all year round, from 9am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector observed children during the lunchtime period. n The childminder and inspector discussed how the curriculum is implemented and the impact 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

28 March 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

28 March 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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