Childminder in Manchester

Inspection date

Previous inspection date 22 February 2016 Not applicable

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder is not establishing clear starting points for children or monitoring their development at regular intervals. This makes it difficult to see how much progress children are making.  The childminder sometimes misses opportunities to extend and challenge children's learning and thinking during play. Activities are not always well matched to children's individual needs or next steps in learning.  The childminder does not use the views of parents and children when reflecting upon the effectiveness of the setting. She does not currently evaluate the impact of any changes made on children's learning and development.  The childminder has not yet developed strong partnerships with parents or other professionals, such as speech and language therapists. This means she is sometimes missing information which could help to improve outcomes for individual children.  The childminder is not effectively engaging parents to make their own contributions

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This provision requires improvement. It is not yet good because:

towards children's learning in the setting and at home.

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It has the following strengths

 The childminder has set up a welcoming environment which has a wide range of stimulating resources. Children make their own choices and follow their own interests in play.  The childminder has developed close relationships with the children and is sensitive and kind in her approach. Children are calm and happy in the setting.  The childminder attends forums in her local area in order to keep up to date with early years information and gather new ideas about good practice.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 identify clear starting points for children and summarise their learning regularly to plan purposeful and challenging activities which support children to make good progress. 31/03/2016

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Due Date

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

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Due Date

 gather the views of parents and children to identify priorities for improvement and evaluate the impact of any changes made on children's learning and development  develop effective partnership working with parents and other professionals to improve outcomes for individual children  encourage parents to contribute their own information when reviewing children's progress in the setting and at home.

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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 completed a joint observation with the childminder and held discussions at appropriate times during the inspection.  The inspector looked at relevant documentation, such as the childminder's self- evaluation, children's assessment records and evidence of the suitability of people living in the household.  The inspector took account of parents' views recorded in the children's files.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder has appropriate policies and procedures in place. She understands what action to take if concerned about the welfare of a child in her care and is aware of potential risks in the wider community. The childminder is beginning to reflect on the effectiveness of the setting. For example, she has identified that planning could be improved to match children's individual needs better. However, she does not gather or use the views of parents and children when thinking about changes which could be made. The childminder has started to monitor the children's assessments, however, systems are in their infancy. Children's starting points are not clearly identified and progress is not closely monitored.

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Quality of teaching, learning and assessment requires improvement

The childminder plans activities to cover the seven areas of learning and observes children to identify some next steps in learning. However, information gained from assessment is not always used to focus the planning and activities sufficiently well to meet individual needs. For example, while playing with coloured slime the childminder describes the texture and encourages the children to feel it. They find the different colours easily, however, their concentration is limited as there is no extension offered to maintain their interest. Children's mathematical and literacy skills are promoted for the future. The childminder encourages children to find numbers and practise writing them with their fingers in play dough. Parents find out about their children's learning through daily discussions with the childminder. However, she does not engage parents in contributing their own information to ongoing learning and assessment in the setting and home.

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Personal development, behaviour and welfare require improvement

Children enjoy choosing their own activities from a wide selection of resources. For example, they play cooperatively while building a train track together, selecting different pieces and talking to each other imaginatively. The childminder ensures children have daily opportunities for outdoor or physical play and makes use of the local park and soft- play areas. The childminder is beginning to develop partnerships with others, however, she does not always seek detailed information to ensure successful strategies are put in place quickly. For example, she is not clear about specific activities which are being used to support individual children's speech and communication. Children help to tidy the toys away and join in care routines happily, such as washing hands. The childminder promotes children's independence skills. For example, at lunchtime they choose what kind of salad they would like to eat, help to set the table, attempt to cut their own food and clean up

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Personal development, behaviour and welfare require improvement

afterwards. Children listen well and follow instructions carefully. For example, while walking to the park, they hold hands to stay together and stop when directed.

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Outcomes for children require improvement

Children make some progress in their learning and development. However, their progress is not assessed securely to ensure any gaps in their learning are quickly recognised and closed. Children have developed secure relationships in the setting. This helps to promote their confidence and self-esteem.

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Setting details

Unique reference number EY466961 Local authority Manchester Inspection number 977582 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Openshaw, Manchester. She operates all year round from 7.30am to 6pm, Monday to Friday, except for 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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