Childminder in Manchester

Inspection date

Previous inspection date 27 August 2015 12 September 2011

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This inspection: Good 2

Previous inspection: Good 2 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

 The well-qualified childminder plans activities that support children's next steps in learning and interests. The quality of teaching is good and children are engaged in learning. A wealth of resources supports children's play in the inside and outside environment. Children make good progress in their learning.  Positive attachments are in place between children and the childminder. Children are settled and confident and invite the childminder and other children to join them in their play. The childminder has high expectations of children and offers consistent praise as children help in different routines. Children's behaviour is good.  The childminder attends a range of training opportunities and development meetings to develop her practice. She attends regular safeguarding training and is aware of the authorities to contact should she be concerned about a child's welfare. This has a positive impact on children as she understands how to keep them safe.

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This provision is good

 Positive partnerships are in place with other professionals. Information about children's individual needs is effectively shared. This helps all carers to be aware of children's needs, which helps to ensure consistency of care.  The childminder regularly evaluates her practice and welcomes the views of children and parents to develop her service further. The childminder has identified key areas that she would like to develop in the future to drive improvement.

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It is not yet outstanding because:

 Children are not always well supported to think for themselves, or given enough time to form a response to questions.  The childminder does not always seek the very detailed information she needs from parents about children's learning and development before children start.

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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

 give children more time to think about the answers to questions posed  gather more information from parents when children initially start, in order to gain a deeper understanding of children's starting points, so that the planning process can be enhanced.

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Inspection activities

 The inspector observed activities and children at play throughout the inspection and undertook a joint observation with the childminder.  The inspector spoke with children and the childminder at appropriate times during the inspection. The views of parents were taken into consideration through written comments.  The inspector looked at documentation and discussed children's progress towards the early learning goals.  The inspector discussed the childminder's self-evaluation processes and plans for improvement.  The inspector checked evidence of the childminder's qualifications and the suitability of all adults living in the household.

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who attend. This is good

The childminder completes regular observations of children as they play so that she can identify their developmental stage. She plans activities which engage children in play and supports their next steps in learning. The childminder supports children's mathematical development well. She encourages children to count, identify different colours and group similar items together. The impact of teaching is good and children are making good progress for the next stage in their learning, including school. However, at times, the childminder does not always provide enough opportunities for children to think for themselves. She does not always leave enough time for children to formulate a response when she has asked a question. Parent partnerships are good. Regular information is shared about children's care needs and parents are complimentary about the service the childminder provides. However, the childminder does not always gain detailed information

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who attend. This is good

from parents about children's starting points on entry, in order to further support the planning process.

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good

The childminder has created a warm family orientated environment which is very welcoming. Children are active learners and enjoy exploring resources to follow their interests. Children's emotional well-being is effectively supported as the childminder is very attuned to children's individual care needs. Children access the outdoors every day which gives them the opportunity for regular exercise and fresh air. Children learn about healthy eating through eating nutritious meals and taking part in regular cooking activities. They are encouraged to be independent and enjoy taking part in routines, such as setting the table for lunch. The childminder skilfully supports children through change, such as the arrival of a new sibling. Children are helped as they move to other settings through discussion and role play. The childminder shares information about children's developmental stage as they make the move to school. This helps to promote consistency

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good

in children's learning between settings.

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provision is good

The childminder has a good knowledge of the learning and development, and safeguarding and welfare requirements. She has an early years qualification and attends regular events to support her continued professional development. This has a positive impact on children's learning. Risk assessments are completed and regularly updated, which helps to ensure that the environment is safe for children. The childminder regularly evaluates her practice in order to improve her service. The recommendation raised at the previous inspection has been addressed. The childminder has developed information sharing with other providers, in order to promote effective continuity. This shows a commitment to making ongoing improvements. The childminder tracks children's progress in all areas of learning. This helps her to identify any gaps in development so that she can purposefully support children's next steps in their learning.

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Setting details

Unique reference number EY285235 Local authority Manchester Inspection number 1021384 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 12 September 2011

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Telephone number

The childminder was registered in 2004 and lives in Newell Green, Manchester. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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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