Childminder 318265

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's laughter fills the air in this calm and welcoming setting. The children are very happy and comfortable with the experienced and caring childminder. Children play happily together and have strong relationships with the childminder. For example, they sit on her lap when she is reading the story. The childminder creates a relaxed environment and provides a broad curriculum that supports all children to flourish and develop well. Children have high levels of self-esteem and are extremely confident. The childminder gives high priority to children's personal, social and emotional well-being. She provides plenty of reassurance and cuddles. Children develop very strong bonds with the childminder as her nurturing and calm nature helps them feel safe and secure.

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The provision is good

The experienced and knowledgeable childminder has developed an effective curriculum. She assesses children when they join the setting and plans activities to support them to make good progress in their learning and development. The childminder has high expectations for children's behaviour and is an excellent role model. Children clearly understand and follow the well-embedded routines. They behave very well and understand the childminder's consistent routine. When occasional minor disagreements happen, the childminder uses visual glitter bottle timers and reminds children why it is important to share toys or take turns.

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need to do better?

n The daily routines are well organised and promote children's physical health and well-being effectively. For example, children have daily opportunities to play in the outdoor area. They play on a balancing beam made from logs collected in the garden. They go for long walks in the woods, where they collect leaves and pine cones for their activities. This increases their physical skills and fitness. n Children are surrounded by a wealth of reading material, which encourages their language and literacy development and a love of books. They talk about dinosaurs and children enjoy telling the childminder 'that is a dinosaur' and she 'roars' as they make the sound too. The childminder skilfully uses books to enhance children's vocabulary, conversational language and thinking skills as children predict the story's outcome. This supports children to be confident communicators. n Overall, the childminder teaches children about the world they live in, such as

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need to do better?

learning about wildlife and cultural events. However, she does not fully support children to recognise and value the similarities and differences between themselves and others, in particular, their unique heritages. n The childminder prioritises children's health and well-being. She provides healthy snacks and fruit. The childminder supports children superbly to recognise their feelings, and children are skilled at self-regulating their emotions. She shows

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need to do better?

15 September 2025 them strategies to use to help them. Children look at books to learn about their feelings with the childminder. They look in mirrors to identify their facial expressions, and the childminder uses effective strategies to encourage children to take turns. This supports children to begin to recognise their own emotions and feelings. n Children are supported to be creative, such as through exploring musical instruments. They have opportunities to join in with songs and rhymes. The childminder spends time singing songs to children as they discover musical instruments. This encourages children to develop their vocabulary and explore different sounds that they create using musical instruments. n Children benefit from lots of opportunities to develop their hand muscles in preparation for early writing. For example, when playing with play dough mixed with herbs, children carefully roll it and cut out tree shapes using the cutters and

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need to do better?

use the herbs as trees. This helps to develop children's hand-eye coordination and fine motor skills. The childminder introduces new words throughout play to develop communication and language, such as 'soft' and 'squishy' when children squeeze the play dough. Children also enjoy practising more challenging words, such as 'reindeer'. n Parents speak highly of the childminder and the care their children receive. They are pleased with the progress that children make. They comment on how the childminder has provided their children with new and exciting activities and how they love nature walks. The childminder provides regular feedback to parents through daily conversations on what the children have been doing. However, she does not always support parents to continue to extend their children's learning at home. This does not support a consistent approach to children's learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen knowledge of how to teach children about differences and similarities, with particular reference to different families n support parents to continue to extend their children's learning at home.

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Setting details

Unique reference number 318265 Local authority Trafford Inspection number 10399489 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 4 Date of previous inspection 4 December 2019

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Information about this early years setting

The childminder has been operating since 1987 and lives in Urmston, Manchester. She provides care all year round from 7.45am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for children aged from nine months to four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. 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 The inspector held discussions with the childminder at appropriate times during the inspection.

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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

15 September 2025 15 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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