Childminder EY459745

Inspection date

Previous inspection date 12 December 2017 9 January 2014

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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 has a good understanding of how young children learn and demonstrates good teaching skills. She uses her accurate assessments of children's learning to plan a variety of challenging activities. This contributes to the good progress that children make.  The childminder uses self-evaluation effectively to identify and target areas for improvement. She gathers the views of parents and makes changes by implementing their suggestions. For example, she has introduced a self-registration to help to prepare children for their move to school after a parent suggested this.  The environment is stimulating and welcoming. The playroom is organised to enable children to make independent choices. Additionally, the childminder has created a picture book of toys for children who have limited language skills.  Children have developed positive relationships with the caring childminder. They enjoy playing with her and are happy and settled. The childminder is enthusiastic with

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This provision is good

children, she offers them regular praise for their efforts and achievements. They use good manners and they behave well at all times.

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It is not yet outstanding because:

 Although the childminder works well with parents, she has not yet explored how she can offer all parents specific support to help them extend children's learning at home.  At times, the childminder intervenes to quickly and does not allow children enough time to think through and solve problems independently to maximise 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

 explore different methods to provide parents with support to help extend their child's learning and development at home, to help children make even greater progress  allow children time to think through and solve the problems they encounter during play.

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Inspection activities

 The inspector observed the quality of teaching during free play and activities. She assessed the impact this has on children's learning.  The inspector held a number of discussions with the childminder at appropriate times during the inspection.  The inspector observed a planned activity and jointly evaluated it with the childminder.  The inspector viewed a range of documents, including children's admission records and evidence of the suitability of the childminder.  The inspector viewed parental questionnaires provided prior to the inspection and she took account of their views.

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Effectiveness of the leadership and management is good

The highly qualified childminder works hard to continue to develop her skills and knowledge. For example, she researches changes in legislation, seeks out training that will help her support children in her care and shares information from training with her co- childminder. The arrangements for safeguarding are effective. The childminder understands the importance of being vigilant and has a comprehensive understanding of the potential signs that a child's safety or welfare may be at risk. Additionally, she knows the procedures in place to report any concerns.

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Quality of teaching, learning and assessment is good

The childminder uses her observations and assessments to monitor the progress that children make. She helps to prepare children for their next stage in learning. The childminder promotes children's speaking skills well. For example, she models language very clearly and sensitively repeats words back to children to enable them to hear the correct pronunciation. She engages children in song and rhyme times. Children are confident, they join in with the words and actions and demonstrate good listening and attention skills. The childminder initiates a building activity with children. She models the names of colours and shapes and introduces counting as children explore the blocks. She challenges children to make a bridge to fit a train underneath. She uses language, such as taller and bigger. This helps children to understand mathematical language and concepts. Children enjoy the challenge and are excited when their train eventually fits underneath.

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Quality of teaching, learning and assessment is good

This shows that they are happy to succeed and proud of their achievements.

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Personal development, behaviour and welfare are good

The atmosphere in the childminders home is very calm. Children play really well together. Care routines are weaved into the daily routine and cause little disruption to play. Children are provided with a varied and healthy diet. They are eager to wash their hands before eating. This helps them to develop healthy lifestyles. The childminder offers children many opportunities to develop their social skills. For example, she takes children out on a regular basis to visit places, such as parks, farms and pet shops. Children learn about differences between themselves and others. For example, the childminder has created books with photographs of children's families in, which children enjoy looking at.

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Outcomes for children are good

Children make good progress from their individual starting points. They are motivated to learn. They show good physical skills. They concentrate at placing bricks with holes onto a small pole and connect animal's shapes together. This shows their physical skills and coordination. Children are confident to talk and express their own interests. They are active leaners and enjoy becoming involved in every activity, which is made available to them. They are developing some of the skills they will need for their eventual move on to school, such as good listening and attention during activities.

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Setting details

Unique reference number EY459745 Local authority Manchester Inspection number 1102479 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 9 January 2014

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Telephone number

The childminder registered in 2013 and she lives in the Openshaw area of Manchester. She holds a recognised qualification at level 5 and works alongside another registered childminder. She operates from 7.30am until 5.30pm, Monday to Friday, all year round. She 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 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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