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

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The provision is good

The childminder has a sound understanding of the learning intentions behind each activity and tailors his approach to support every child as a unique individual. His thoughtful and skilled teaching is seamlessly woven into daily routines, ensuring that learning feels natural and engaging. The childminder creates a language-rich environment and effortlessly incorporates mathematical concepts into everyday activities. This approach enables children to practise and embed their knowledge and skills with confidence. As a result, all children make good progress from their starting points.

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The provision is good

Children flourish in this warm and welcoming setting. The childminder offers a delightful choice of learning experiences that nurture children's natural curiosity. For example, children delight in exploring glitter and sensory resources, observing how colours sparkle before their eyes. Children behave well and develop high levels of independence. They confidently take responsibility for tasks, such as tidying up toys after play.

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The provision is good

Children demonstrate positive attitudes to their learning. They welcome the childminder's interactions in their play. For example, when immersed in role play with the kitchen, the childminder joins in the play and enters into conversations with children. The childminder tailors the curriculum to meet the interests of individual children. This helps to maintain children's engagement and supports them to make good progress in their learning.

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need to do better?

n The childminder's curriculum is well planned and sequenced to help children to make good progress from their starting points. His deep understanding of how children learn enables him to identify children's next steps in learning accurately. Children's experiences are further enhanced during trips and outings. For example, children visit the local shops where they use money to pay for items. Opportunities such as this help children to apply their learning in meaningful contexts. n The childminder supports children to learn about different celebrations. When helping the children make Eid cards, he encourages their creativity by praising their efforts, making the activity a meaningful and inclusive experience. Children are supported to recognise and value the similarities and difference between themselves and others. n The childminder carefully considers children's prior experiences and skills. He gets to know and understand their needs. The childminder considers how this

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need to do better?

knowledge can help him to plan experiences for children. For example, the childminder supports children's language development by visiting local

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need to do better?

12 March 2025 bookshops with children. This encourages children to develop a love of books and stories. n The childminder creates an environment rich in language. He encourages children to take the lead in their play. The childminder follows and comments on what children are doing. He adapts his language so that children understand instructions and questions. The childminder also introduces new words and concepts during play. This supports children to become confident communicators from a young age. n Children learn to put their coats and shoes on at the door. They know where they need to hang coats and where to put their shoes when they come back inside. Children relish opportunities to do things for themselves. They feed themselves, wash their hands and explore activities independently. This strongly promotes children's independence and prepares them well for the future. n The childminder has developed an effective programme of monitoring and

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need to do better?

assessment. When children start, the childminder conducts baseline assessments to understand what they already know and can do. Over time, the childminder makes regular observations across all areas of learning. These observations note progress and also identify children's next steps. This ongoing assessment, alongside the progress check at age two, offers a highly detailed insight into children's development. This enables the childminder to make informed decisions about the next steps for children's development. n The childminder is committed to regular training but does not organise it in the best way possible. Following the recent expiry of the childminder's first-aid certificate, he has swiftly addressed the situation and started a new first-aid course. However, this was only partially completed at the time of the inspection. n The childminder develops strong partnerships with parents. He provides detailed

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need to do better?

information about children's progress and gives suggestions that help parents to contribute to their child's learning at home. This helps to promote a consistent approach to children's care and 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 improve the organisation of continuous professional development to help maintain current knowledge and skills.

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Setting details

Unique reference number 404549 Local authority Trafford Inspection number 10372550 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 7 Date of previous inspection 25 April 2019

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Information about this early years setting

The childminder registered in 2001 and lives in Manchester. He operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with his wife, who is also a registered childminder.

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Inspection activities

n The childminder joined the inspector on a learning walk. He talked to the inspector about the curriculum and what he wants the children to learn. n The childminder showed the inspector relevant documentation during the inspection. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to children to find out about their time at the setting.

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Inspection activities

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

12 March 2025 12 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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