Childminder EY403379

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 arrive with smiles on their faces as they separate from their parents. They are happy in the care of the childminder and her assistants, who know the children well. The childminder is very nurturing and emphasises the importance of giving the children a sense of belonging. She builds good bonds with the children and, as a result, children's well-being and self-esteem are promoted well. The childminder provides settling-in sessions to get to know the children and families well, which really supports children when they start at the provision. The childminder uses this information to plan a broad curriculum that takes children's interests and abilities into account. All children make progress from their starting points.

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The provision is good

The childminder shares ideas with parents and carers to further support children's learning at home. For example, she provides a lending library to support children's literacy skills and help them to learn how to look after someone else's property. The childminder works well with external agencies and other professionals. For example, when children attend another provision, the childminder liaises with the staff there to ensure consistency in children's care and education.

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The provision is good

The childminder has high expectations for children's learning. She provides opportunities to extend children's learning from their starting points. Children are familiar with the routine and are highly respectful to the childminder and her assistants. Children listen well and respond to instructions and are gently reminded to take turns with their friends. The childminder is clear about her expectations. This helps children to learn the rules and understand what is expected of them.

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need to do better?

n The childminder supports children to develop their independence skills. For example, children learn to tidy up. Older children help the younger children to put the toys away. Children learn how to put their shoes on to play outdoors. This helps to support children for their transition to school. n Children explore a wide range of resources and books that reflect diversity. Children take part in celebrating different occasions, such as Easter and Eid. This helps children to learn about the world around them. n Language and communication development is supported well overall. For example, the childminder models the correct pronunciation of words when talking to children and talks to them about what they are doing. However, at times, the childminder does not provide children with opportunities to expand their thinking skills to promote their language further. n Children's behaviour is good. The childminder and her assistants provide children

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need to do better?

with consistent messages to ensure they know the expectations of the provision. At times, children are gently reminded to be kind to each other and take turns.

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need to do better?

28 August 2025 Children are learning to follow the rules and understand the boundaries. n Children gain good physical skills. For example, children have access to a well- equipped outdoor play area and enjoy trips to the local park, where they are able to use larger equipment. Children increase their small-muscle control. For instance, they concentrate as they fill water bottles to spray and play outdoor games. This supports children's physical development. n Occasionally, the childminder and her assistants do not adapt activities to support all children. For example, older children enjoy taking part in mixing paint for a large-scale painting activity. However, they do not always differentiate activities consistently to support younger children to fully engage in the activity. This means that younger children do not always fully benefit from some opportunities provided. n The childminder provides home-cooked nutritious food. Older children enjoy

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need to do better?

cutting up their own fruit for snack times. Children wash their hands before mealtimes and learn the importance of good hygiene habits. n The childminder regularly reviews ongoing professional development for herself and her assistants. This provides them with new skills and ideas to put into place at their provision. n Partnerships with parents are strong, and parents feel the provision is like a home from home. They comment how much their children enjoy attending and talk about the experiences and learning that has taken place. Parents feel well informed about their children's development.

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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 extend questioning technique's during play to extend and challenge children's thinking even more n explore opportunities to differentiate activities to support younger children to fully engage and support learning more effectively.

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Setting details

Unique reference number EY403379 Local authority Salford Inspection number 10394556 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 8 Date of previous inspection 12 September 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Salford, Lancashire. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke with the assistants during the inspection. n The inspector spoke with children during the inspection. n The inspector spoke with parents and took account their views. n The inspector and childminder completed a joint observation. n The inspector viewed a sample of documentation.

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Inspection activities

28 August 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 August 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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