Childminder in Manchester

Inspection date

Previous inspection date 27 October 2016 5 February 2013

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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 reflects on her setting well and makes ongoing developments to her practice. She seeks the views of parents to enable her to identify her strengths and areas she wishes to develop, to help improve children's outcomes further.  The childminder tracks children's progress carefully and this helps her identify any weaker areas in their learning. The childminder works well with parents and knows how to seek help from other relevant professionals, if necessary, to ensure that all children make good progress.  Children make good progress in all areas of their learning and development. They are inquisitive and enthusiastic learners, and develop their imaginations well.  The childminder is a good role model and has clear expectations for children's behaviour. Children learn to be polite and include others in their play, and they develop close relationships with the calm and caring childminder.

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It is not yet outstanding because:

 At times, the childminder does not recognise opportunities to encourage children to complete manageable tasks for themselves, to support their independence as well as possible.  The childminder does not use information from children's learning and development as effectively as possible to support her in planning for children to make even more rapid progress in their learning.

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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

 make the most of opportunities to encourage children to develop their independence as fully as possible  make better use of information from children's assessments to guide planning more precisely to support children's learning even further.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector looked at a sample of various documents, including children's learning records, the childminder's self-evaluation and relevant policies and procedures.  The inspector and the childminder jointly considered the impact of activities on children's learning.  The inspector took into account the written views of parents.  The inspector took part in a walk with the childminder and children.

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Effectiveness of the leadership and management is good

The childminder continues to develop and refresh her professional knowledge. For example, she has used knowledge from training to extend her understanding of how children develop communication and language. She links with other local childminders to share good practice and engage in professional discussion. Safeguarding is effective. The childminder keeps her knowledge up to date. For example, she has recently undertaken a range of courses relating to child protection. The childminder has a good understanding of the procedures to follow should there be a concern about a child's welfare. She completes risk assessments for her home to ensure children can play safely.

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Quality of teaching, learning and assessment is good

The childminder involves herself well in children's imaginative play. She supports children's communication and language well, such as by introducing new words into their vocabulary as they play. The childminder presents good opportunities and resources for children to explore and investigate. For example, children used magnifying glasses and torches to look closely at a wide range of natural objects, such as leaves, dried fruits, conkers and seeds. The childminder builds strong relationships with parents and other settings children attend. She encourages a consistent two-way flow of information to enable the joint support of children's individual learning needs.

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Personal development, behaviour and welfare are good

Children play outdoors daily and have many opportunities to practise their physical skills. For example, children regularly visit parks in their local community and engage in woodland activities. The childminder supports children to gain valuable social skills to help them with moving on to pre-school and school. For example, they visit local groups where they learn to mix with other children and develop new friendships. Children develop a good understanding of healthy lifestyles. For example, the childminder explains to them the importance of washing their hands before they eat or handle food. She helps children to begin to take some carefully managed risks in their play, such as using scissors with care during craft activities. The childminder helps children to understand about diversity. For example, children learn about festivals and celebrations from other cultures, and realise similarities and differences between themselves and other people.

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Outcomes for children are good

Children are curious, observant and confidently discuss the things they see in their environment. For example, children made comparisons and discussed similarities and differences in the leaves, seeds and spiders' webs they saw on their walk. Children are confident communicators. They use words such as 'hibernate' in their vocabulary and discuss with confidence animals that sleep for long periods during the winter.

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Setting details

Unique reference number EY447542 Local authority Wiltshire Inspection number 1062632 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 5 February 2013

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Telephone number

The childminder registered in 2012. She lives in Bradford-on-Avon, Wiltshire. The childminder offers care from Monday to Friday, all year round apart from 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

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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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