Childminder 310326

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 provides a warm, nurturing and stimulating environment. This helps children to feel secure and valued. The childminder forms strong and trusting bonds with children. As a result, children settle quickly. They demonstrate they feel safe as they confidently seek the childminder out for reassurance and support. The childminder knows children well. She responds effectively to children's individual needs and supports their learning and development with care and attentiveness. The childminder has high expectations for children's behaviour. Children behave well. They develop an understanding of right and wrong. For example, the childminder uses sensitive explanations to support children who struggle with the concept of sharing. This helps children to recognise the impact of their actions on others and contributes positively to their social and emotional development.

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The provision is good

The childminder's curriculum provides meaningful opportunities for children to explore and learn about the natural world. She provides children with rich learning experiences about growth and changes in the natural environment. For example, children visit the allotment to plant and grow their own fruits and vegetables. In addition, the childminder takes children on nature walks to collect leaves and conkers. Children later recall their learning as they discuss how to 'crunch leaves'. They excitedly explain how they pulled out a 'big carrot from the ground'. These experiences ignite children's curiosity, deepen their understanding of the world around them and foster a lasting appreciation for nature.

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need to do better?

n The childminder supports children to develop a love for books. Children have access to a wide range of books and explore them independently. They handle books carefully, engaging with the pictures and creating their own narratives. Later, children demonstrate their learning from the story as they recall prior knowledge about natural items while they make a 'leaf man'. Children demonstrate strong imaginative skills and make good progress in their literacy development. n The childminder develops an ambitious curriculum that incorporates all areas of learning. Overall, she implements the curriculum well. However, on occasion, the childminder is not consistent in building on younger children's engagement during activities. For example, at times, the childminder attempts to implement too much during planned activities. Although this builds on older children's next steps in learning and engagement succinctly, younger children begin to lose

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need to do better?

focus. During these times, their learning is not fully enhanced. n The childminder promotes children's mathematical development well. She uses every opportunity to develop children's problem-solving and counting skills. For example, as children explore pumpkins, they learn about 'big' and 'small'. In

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need to do better?

30 September 2025 addition, the childminder encourages younger children to count through singing rhymes. Children develop a love of mathematics and build their confidence with numbers. n The childminder supports children's communication and language development well within the curriculum. She understands the importance of providing rich language opportunities for children. For example, during dough play, the childminder encourages and models the use of action words, such as 'push', 'pull' and 'roll'. Children eagerly copy and repeat the vocabulary. Additionally, while exploring a sensory autumnal tray, the childminder introduces descriptive words such as 'soft', 'velvety' and 'crunch'. This helps to broaden children's language and understanding. n The childminder promotes children's independence skills effectively. She encourages children to develop independence in their personal skills. For example, children independently wash their hands after using the toilet and put

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need to do better?

on their own coats and shoes for outdoor play. Children take pride in completing tasks for themselves. They develop the self-care skills they need for the future. n Partnerships with parents and carers are a strength of the setting. The childminder provides valuable support on key topics, such as toilet training. In addition, she provides regular updates to parents on their children's development and shares ideas for their learning at home. These partnerships promote continuity in children's learning and development effectively. n The childminder is passionate about improving outcomes for children. She regularly liaises with local childminders to share ideas and enhance her practice. Additionally, the childminder has completed mandatory training, such as paediatric first aid. This helps to keep her knowledge up to date. As a result, children benefit from good-quality care and learning experiences.

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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 implementation of the curriculum to consistently build on what younger children know and can do and further support their engagement.

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Setting details

Unique reference number 310326 Local authority Trafford Inspection number 10398903 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 14 November 2019

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Information about this early years setting

The childminder registered in 1990 and lives in Timperley. She operates all year round, from 7.30am to 5pm, Monday to Friday, term time only. The childminder holds a level 3 qualification and provides government funded childcare.

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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 early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke with the inspector 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

30 September 2025 30 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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