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 Met

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The provision is good

The childminder truly values and celebrates each child's unique qualities in her welcoming, inclusive provision. Each child builds a sense of belonging as the childminder supports their individual needs and continually boosts their confidence and self-esteem. The childminder is a good role model, and children develop the skills and qualities they need to thrive in life. They understand expectations, behave well and are mindful of each other's needs.

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The provision is good

The childminder plans a broad and balanced curriculum and uses outings and visits to enhance children's learning. For instance, they use a train and a bus and go to a mosque and an art gallery to learn more about the world. The childminder uses children's interests to engage them. For example, they visit an airfield to see and count aircraft. The childminder supports children to make good progress as they work towards the next stages of their education.

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The provision is good

The childminder fosters a sense of community within her provision. Children mix with others of different ages and abilities and help each other to learn. For instance, all children learn some signs to support those with special educational needs and/or disabilities (SEND). Children learn words and enjoy food from African cultures as they learn more about their friends' heritage. Children develop an excellent understanding of the wider world.

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need to do better?

n The childminder knows children well and plans for their learning to build on what they know and can do. She links children's learning and helps them recall previous activities. For instance, they pick flowers on a walk which they talk about as they do craft activities related to the seasons. The childminder helps children to make good progress in all areas of their learning. n The childminder promotes a love of books and reading. Children enjoy regular visits to the library and enjoy stories, songs and rhymes. The childminder also uses books to enhance children's understanding. For instance, she uses stories to help children learn more about online safety and other cultures in a meaningful way. Children are confident in their communications. Those who are less verbal, such as children with SEND, are fully included in the group through methods such as signing. n Children learn to become independent, carry out tasks for themselves and help

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need to do better?

their friends who are younger, for instance. Children learn to manage their self- care needs and to adopt good hygiene routines. The childminder involves children in food preparation. For example, they make their own pizzas and cut up fruits and vegetables for their lunch and snacks. Children learn skills for life. n The childminder supports children to develop their physical skills. Children enjoy

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need to do better?

30 April 2025 batting a ball back and forth to each other, practising their coordination and control. The childminder adapts the environment in her home so that children with SEND can practise their physical skills effectively. Children use large tweezers to pick up small objects as they hone their precision and fine motor skills. Children become competent in all areas of physical activity. n The childminder's ongoing monitoring and assessment of children's progress helps her to identify and narrow gaps in their learning. Her passion for supporting children with SEND to achieve as much as possible shines. She works closely with external agencies to ensure timely and consistent support for children with SEND. As a result, all children make good progress from their starting points and thrive in her care. n The childminder works closely with parents who value her support greatly. She makes time to meet up with families in social situations to extend her support

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need to do better?

and strengthen relationships. The childminder communicates well with parents, ensuring they are included and involved in their children's learning. Children benefit from this cohesive approach. n The childminder promotes collaborative working in many areas of her provision. She works closely with parents and external agencies, for instance. However, she has not established ways to communicate with staff at other settings attended by children. This does not fully support the consistency of care and learning for all children. n The childminder has a positive attitude towards making continual improvements to her provision and demonstrates a real passion for her role. She completes mandatory training but does not routinely source professional development opportunities to continually raise the overall quality of provision even further.

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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 introduce partnership working with professionals at other settings attended by children to enhance the consistency of all children's care and learning n source targeted professional development opportunities to enhance practice and continually raise the quality of education and provision.

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Setting details

Unique reference number EY542143 Local authority Salford Inspection number 10376031 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 15 Date of previous inspection 14 May 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Swinton, Manchester. She operates all year round except for family holidays. Sessions are from 8am to 6pm, Monday to Friday, and Saturday on request. The childminder holds a relevant level 3 qualification. She offers government funded places for childcare and early education.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable along with the aims and rationale for their early years curriculum. n Children spoke and interacted with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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

30 April 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

30 April 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

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