McCafferty, Dawn Lesley

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

Children are happy, safe and settled in the care of the childminder. They form secure attachments with the caring childminder, who knows them and their families well. Children enjoy their time with the childminder and are eager to play and learn. The childminder plans a balanced curriculum that reflects children's interests and individual learning needs. Children make good progress from their starting points. There is a strong focus on children's social skills. The childminder provides experiences out in the community for children to meet new people. For example, they regularly attend the park and group sessions at the library. The childminder reminds children about manners and encourages them to tidy up. Children are respectful to adults and their peers.

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The provision is good

Children are developing physical skills well. Older children use rakes and spades to dig for treasure in the sand pit. Younger children delight in pressing the buttons of electronic books with their fingers and hands. This helps strengthen the small-hand muscles needed for later writing. The childminder works closely with other professionals to support children with special educational needs and/or disabilities. She uses targeted plans to support children's development and shares reports with professionals and parents. This collaborative working contributes to the good progress all children make.

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need to do better?

n The childminder plans an ambitious curriculum that supports children to be ready for their next stage of learning. She plans adult-led opportunities that support children to achieve their next steps. However, there are times when the intent of the curriculum is not fully supported by the organisation of the learning environment. During these times, children loose interest and are not fully focused on their learning. n The childminder observes and assesses children's development and their interests. She uses this information to build on what children already know and can do. The childminder uses any additional funding effectively to meet children's individual needs. For instance, she has purchased resources to help support children to regulate their emotions. This helps contribute to closing any gaps in their learning. n Overall, the childminder supports children's communication and language skills well. She models correct language and narrates children's play as they engage

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need to do better?

with adults and their peers. However, she does not consistently give children enough time to think and respond to her questions to develop their communication skills further. n The childminder supports children's developing independence skills well. She uses play experiences, such as role play with dolls, for children to practise self-

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need to do better?

19 May 2025 care skills. Younger children are confident to feed themselves at mealtimes. Children gain good independence skills. n The childminder has high expectations for children's behaviour. Children demonstrate an understanding of the boundaries set and are beginning to play cooperatively with their peers. This is because the childminder reinforces the expectations throughout the day and provides clear, consistent messages. Children behave well. n Overall, the childminder promotes good hygiene and a healthy lifestyle. Children are provided with a variety of healthy foods at mealtimes and drinking water is available for them to access. However, on some occasions, such as before eating, children are not supported to consider important hygiene routines. This does not support children to gain an understanding of the effects germs can have on their bodies. n Parent partnership is a strength of this setting. Parents speak highly of the

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need to do better?

childminder and the learning she provides for their children. They particularly praise how the childminder meets children's individual needs. Parents are kept informed of their children's routines and development regularly. This supports continuity of care. n The childminder has a positive attitude towards her and her assistants' continuous professional development. She seeks out courses and training materials to meet her children's needs. She observes her assistants and uses meetings to reflect on practice. This supports her and any assistants to continuously develop their practice and teaching skills.

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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 develop the organisation of the learning environment to help increase children's focus and engagement during child-led play n strengthen the curriculum for communication and language that promotes children's thinking skills n help children to build on their understanding of germs and the importance of good hygiene.

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Setting details

Unique reference number EY432826 Local authority Salford Inspection number 10394906 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 9 Date of previous inspection 28 May 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Eccles. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3 and works with an assistant. The childminder offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation such as evidence of the childminder's suitability to work with children. n The inspector took account of parents' views from their written feedback. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the quality of the interactions between the childminder, her assistant and the children and assessed the impact of these on the children's learning and development. n The inspector discussed safeguarding procedures with the childminder.

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Inspection activities

19 May 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

19 May 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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