Childminder in Manchester

Inspection date

Previous inspection date 29 September 2015 23 June 2009

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder plans and provides a range of stimulating activities which supports children's next steps in learning. Children are enthusiastic learners and explore the environment with growing confidence.  The quality of teaching is good, activities are age-appropriate and children make good progress from their starting points.  Children are happily settled and value the childminder's participation in their play. The childminder provides consistent praise which builds their self-confidence. She is a positive role model and sets a good example to be kind and helpful.  Partnership with parents is well-established. Regular information sharing promotes a consistent approach to supporting children's care and learning needs at home and in the setting.  The childminder regularly evaluates her provision to ensure she sustains good quality outcomes for children. She has identified potential areas to develop her provision

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It is not yet outstanding because:

 The childminder does not always make the most of opportunities to extend children's curiosity about technology.  The childminder has not reflected on additional ways to precisely enhance her programme of continuous professional development.

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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

 improve opportunities to extend children's growing interest in technology  pursue additional ways to improve aspects of teaching practice and foster an ongoing programme of professional development.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

The childminder understands and implements statutory and other government requirements. The childminder has very good relationships with parents. She shares information regularly and suggests ways to support children's learning at home. She tracks children's progress to identify and address any gaps in learning. The childminder reflects on her provision in order to identify potential areas for development, and has acted on previous recommendations. She encourages and values regular feedback from parents. The childminder completes compulsory training, such as paediatric first aid. Arrangements for safeguarding are effective. The childminder attends safeguarding training and understands the local safeguarding procedures to follow if she had any concerns regarding a child's welfare. The childminder completes risk assessments for the premises to ensure the environment is safe for children to learn and explore.

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Quality of teaching, learning and assessment is good

The quality of teaching is good as the childminder is well-informed of children's needs. She supports children's next stages in learning effectively; one of the ways she does this is through careful monitoring and planning. Children have freedom to access resources and are encouraged to make their own play choices. Children are motivated to learn and explore a range of natural resources. They enjoy a variety of imaginary and sensory play experiences. Children's communication and language skills are skilfully encouraged in a number ways, for example, sustaining interesting conversations and reading books. Children begin to develop their early maths skills through a number of ways, for example, they count and recognise numbers using their favourite songs. Parents share children's achievements from home and this promotes continuity of care and learning.

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Personal development, behaviour and welfare are good

The childminder is caring and responds sensitively to children's individual needs. Children are comfortable and increasing in confidence; they have formed positive attachments with the childminder and enjoy her company. The childminder rewards children with praise for helping to tidy up, encouraging children's independence skills and good behaviour. This contributes to children's secure emotional well-being. Children begin to learn about healthy lifestyles and have daily opportunities to develop their physical skills. The childminder understands the importance of building partnerships with other providers, such as when children start school, to ensure children are well-supported in their future learning.

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Outcomes for children are good

All children make good progress from their starting points. They are learning to be independent during play and routines. This prepares children well for the next stage of their learning and eventually for school.

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Setting details

Unique reference number 500502 Local authority Manchester Inspection number 869083 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection 23 June 2009

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Telephone number

The childminder was registered in 2000. She lives in Didsbury, Manchester. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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