Bamberger, Penina Chava

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

p.1

The provision is good

The childminder provides a nurturing and friendly environment for children in her care. Along with any assistants she works with, the childminder forms close bonds with the children. Children seek out the childminder and any assistant she works with for comfort and cuddles. This shows they feel safe and secure in her care. Children are provided with reassurance and gentle affection through cuddles and kind words throughout their day. Children greet visitors with excitement and are eager to invite them into their play. This shows children's growing independence and sense of security in their setting. The childminder provides the children with their daily routine, which helps them to navigate their play and learning.

p.2

The provision is good

Children are fully involved in their play and show a desire to learn. They carefully listen to instructions and explore resources with eagerness. This supports their natural curiosity and progress to become confident learners as they move on to school.

p.2

The provision is good

The childminder knows the children and their families well. She shows a genuine interest when children share information with her, such as how they have celebrated a recent festival with their families. The childminder tailors her planning and activities according to children's interests and needs. She is aware of what children need to learn next and the skills that children need to help prepare them for school. For example, children are gaining independence in personal hygiene routines and self-care.

p.2

need to do better?

n The childminder has created a curriculum that focuses on children learning through play to acquire the essential skills they need to make progress in their learning. She monitors children's development closely and shares information about their learning with their parents. The childminder knows children's next steps and links this into planning to ensure children are engaged and the curriculum is effective. However, at times, the childminder does not sequence the curriculum for early mathematics to build on what children already know and can do. n The childminder provides plenty of opportunities for children to be outdoors each day. Children explore resources in the garden with delight. They search for insects using magnifying glasses, children count the legs of ants and watch how they march across the ground. Children learn how to balance as they travel over stepping stones of different heights. This helps to promote children's positive

p.2

need to do better?

health and well-being. n The childminder focuses on children's communication and language. She provides children with a range of activities to help develop their communication

p.2

need to do better?

25 April 2025 and extend their vocabulary. However, on occasion children are not given enough time to think and respond to questions. This means not all children have the opportunity to engage in discussions. n Children behave well. The childminder teaches children good manners and respectfulness from an early age and leads by example. Children share their toys and wait for their turn in games. The childminder is consistent in her approach, supporting children to understand boundaries and rules. Regular praise and encouragements boosts children's self-esteem and confidence. n The childminder reviews her setting alongside any assistant she works with. They reflect on what children are enjoying and how to support their developing skills. The childminder has systems in place to monitor and support her assistants to ensure they are providing good-quality care for children. All staff attend mandatory training to support their work.

p.2

need to do better?

n Children enjoy learning about their world and the animals and creatures that inhabit it. They listen to stories about a caterpillar who is hungry and watch their small caterpillars grow in their glass house. Their learning is extended through exploring coloured pasta shapes while searching for toy chrysalis and butterflies. This helps to secure children's learning and develop a good understanding of life cycles. n The childminder has developed strong links with parents and carers. She spends time sharing information about their children's day with them, inviting them to share in their achievements and challenges. Parents are extremely complimentary about the childminder and the care she gives to the children. They discuss the weekly newsletter the childminder sends home, filled with information about what children have learned and ways to continue and complement learning at home. This offers children a consistent approach in their

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 interest first.

p.3

should:

n support children's communication skills further by allowing them time to think and respond to questions n enhance the planning of activities to sequence children's learning appropriately, with particular regard to mathematics.

p.3

Setting details

Unique reference number EY548193 Local authority Salford Inspection number 10375937 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 6 Date of previous inspection 9 May 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Salford. She operates from 8.45am to 1.15pm, Monday to Thursday and 8.45 to 12.15pm on Fridays, during term time only. The childminder holds a recognised early years qualification at level 2 and works with an assistant.

p.4

Inspection activities

n The childminder discussed with the inspector how she organises her early years provision, including the aims for her curriculum. n The inspector spoke to the childminder, assistant and children at appropriate times during the inspection. n The childminder and inspector carried out a joint observation and review of activities and children's interactions. n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

25 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

25 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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