Childminder EY443063

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 nurturing approach, which puts children at ease. She builds positive relationships with children. For example, children demonstrate they feel happy and secure with the childminder as they seek her out for cuddles. The childminder offers praise to recognise children's achievements. For example, when pushing a large trolley, the childminder celebrates children's strength and 'strong muscles'. Children respond with big smiles and show a positive attitude towards their learning.

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The provision is good

The childminder recognises the importance of children developing a positive relationship with physical activity. She provides a variety of physical opportunities to teach children that their 'bodies can do amazing things'. The childminder plans opportunities for children to practise yoga, dance and their climbing skills. The outdoor curriculum supports children to make good progress in their physical development, particularly in their gross motor skills. This helps children to learn to develop a healthy relationship with exercise and movement from an early age.

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The provision is good

The childminder encourages children to have autonomy in their learning and adapts to children's interests. For example, when children wish to jump in muddy puddles at the local park, she counts how many jumps children can do in the puddle. The childminder encourages children to think about whether they create 'big' or 'small' splashes. This supports children's development of mathematical concepts through their interests and play.

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need to do better?

n The childminder is reflective about what she wants to work on next to enhance the setting. She attends regular training courses to upskill her personal development. For example, the childminder has completed programmes tailored to children's communication and language skills. This has furthered the childminder's existing knowledge of how children learn. As a result, the childminder assesses and builds on children's communication skills well. n The curriculum for physical development outdoors is a real strength in this setting. For example, the childminder plans regular opportunities for children to navigate uneven terrain in the park and to use large play apparatus that involves their full bodies. This builds on children's core strength and gross motor skills. However, the childminder does not consistently build on or extend children's learning when planning some activities indoors. On these occasions, children

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need to do better?

wander around the room in between play activities and lack focus during this time. This does not help children to benefit consistently from meaningful learning at these times. n The childminder plans litter-picking activities for children in the local park and

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need to do better?

11 September 2025 teaches them how to recycle. Children have ample opportunities to develop their understanding of the world around them. This helps them to learn how to take care of the environment. n The childminder has good relationships with parents and carers and wider families. She provides parents with updates and photos of what their children have done during the day. Views from parents and families share that the childminder supports them to know what to expect at stages of their children's development, and how to support this at home. Consequently, parents feel well informed about their children's learning and the progress that they make. n The childminder teaches children about keeping safe when in the community. For instance, she supports children to stay close to her when vehicles are nearby in the park. This helps children to recognise risks in the physical environment. However, the childminder does not develop children's understanding of how to

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need to do better?

keep themselves safe when using digital technology or the internet. This does not help children to extend their knowledge of the risks that the internet may pose. n The childminder is passionate about improving outcomes for children who may need additional support to thrive. Links are well maintained with external agencies such as the area special educational needs and/or disabilities coordinators. The childminder has good knowledge of the processes for early intervention. This ensures that she meets the individual needs of children who require additional support in a timely and effective manner. n The childminder is calm and skilful when managing minor disagreements that arise between children. She teaches children about their emotions and the impact their behaviour has on their peers. The childminder helps children to learn about their 'big' feelings and helps them to develop a sense of self. For example, she shows children their reflection in mirrors and labels 'happy' and

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need to do better?

'sad'. This contributes to children's understanding of their emotional well-being.

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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 strengthen the planning for the curriculum indoors to further build on what children already know and can do n develop opportunities in the curriculum that extend children's understanding of how to stay safe when using digital technology and the internet.

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Setting details

Unique reference number EY443063 Local authority Trafford Inspection number 10407453 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 3 Date of previous inspection 9 January 2020

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Information about this early years setting

The childminder registered in 2012 and lives in the Stretford area of Trafford. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare.

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Inspection activities

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 childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector took account of parents' views. n The childminder discussed how she supports children with special educational needs and/or disabilities. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The childminder spoke to the inspector about children's learning and development, with a particular focus on physical development.

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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

11 September 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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