Childminder in Manchester

Inspection date

Previous inspection date 30 January 2015 13 January 2011

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children form close attachments with the childminder, who shows genuine affection, kindness and support for all children. This helps children to feel safe and secure, have positive relationships and behave well.  The childminder has built strong relationships with families and other early years providers, keeping them informed about children's care, learning and development. This ensures a consistent approach to meet children's individual care and learning needs.  The childminder provides regular outings to parks, toddler groups and activity centres, to support children's physical health and well-being.  The childminder's observations of children are consistent and meaningful. She provides a broad range of resources, which meet children's needs and as a result, they make good progress in their learning and development.  The childminder effectively evaluates the service she provides, including taking on

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This provision is good

board the views of parents. As a result, she gains information about what she needs to do to continually improve experiences for children.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to ask children about what is happening during activities and occasionally does not allow children enough time to answer questions. As a result, children's problem-solving and critical-thinking skills are not maximised.  The childminder does not fully promote children's self-awareness and awareness of others, to further support children's understanding of their similarities and differences.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 provide more opportunities for children to develop their problem solving and critical thinking skills, for example, by refining questioning skills and by giving children sufficient time to process information  promote children's self-awareness and awareness of their similarities and differences, for example, by displaying photographs of them as they play.

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Inspection activities

 The inspector observed the childminder's interactions with children during activities.  The inspector sampled a range of documentation, including policies and procedures, children's registration forms, their learning journeys and other documents.  The inspector had a tour of the premises and the outdoor area.  The inspector took account of the views of parents spoken to on the day and as recorded in written parental questionnaires.  The inspector discussed the childminder's self-evaluation.

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who attend. This is good

The childminder has a recognised early years qualification, enabling her to understand how best children learn and develop. Furthermore, her good knowledge of how to plan adult-led activities, supports children effectively with the next stage in their learning. For example, she provides natural resources for babies and they enjoy exploring using their senses. This supports children's natural sense of curiosity and exploratory impulse; therefore promoting their communication and language development. Children enjoy close interactions with the childminder, who playfully engages with them, effectively supporting them in their learning. For example, the childminder sets up a game to promote children's mathematic development. She encourages children to match and sort pictures to find two that are the same. However, the childminder sometimes misses opportunities to ask children about what is happening and what they can see. She also occasionally does not

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who attend. This is good

allow children enough time to answer questions. As a result, children's problem-solving and critical-thinking skills are not always maximised.

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good

The designated playroom in the childminder's home is inviting and stimulating. There is a good range of toys and resources available within easy reach, enabling children to choose and lead their own play. Consequently, children feel confident to do things for themselves. At snack times the childminder encourages children to cut their own fruit and to pour their own drinks. Afterwards they tidy up together, sweeping the floor and cleaning the table. This supports children in understanding how to care for their environment and helps to develop their good independence skills in readiness for future learning at school. The childminder displays children's art work to celebrate their achievements, supporting children's self-confidence and self-esteem. However, there are some missed opportunities in promoting children's self-awareness and understanding of the similarities and differences of themselves and others around them, for example, by displaying images of

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provision is good

The childminder demonstrates thorough knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage and this helps her to keep children safe. She recently attended training to support her in her safeguarding practices. This has had a positive impact on her ability to recognise the signs and symptoms of abuse and neglect, as well as understanding the correct local safeguarding procedures for reporting concerns about children's welfare, consequently, she effectively protects children from harm. The childminder is well-organised and documentation to record accidents, medication and children's attendance is thorough. Furthermore, those living on the premises are suitably vetted. Clear risk assessments guide the childminder in her safe practice and ensures that the premises are safe and suitable for children.

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Setting details

Unique reference number EY412733 Local authority Manchester Inspection number 879763 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 13 January 2011

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Telephone number

The childminder was registered in 2010 and lives in Harpurhey, Manchester. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a formal childcare qualification at Level 3.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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