Childminder EY494084

Inspection date

Previous inspection date 17 January 2018 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder's calm and sensitive manner around children helps them to feel safe and secure. They thoroughly enjoy his company and go to him for reassurance if needed. He adapts children's care routines as he recognises children's cues. He quickly recognises when children are getting tired or hungry and attends to their needs.  The childminder evaluates his provision well. Together with his co-childminders they have high expectations and work together to help to continually raise the quality. Parents' feedback regarding the service are captured in a range of ways, such as questionnaires. The childminder acts on any suggestions made.  The quality of the childminder's teaching is good. He is skilled at encouraging children to lead their own play. He subtly weaves children's next steps in learning into play as they interact together. For example, he models counting to three when building towers

p.1

This provision is good

and reading stories. Children make good rates of progress in all areas of learning.  The childminder uses consistent strategies to promote children's behaviour. For example, he ensures that there are enough of the same resources so very young children can share. He also helps children to express their feelings and understand the feelings of others. Children's behaviour is good.

p.1

It is not yet outstanding because:

 Although parents contribute to initial assessments, the childminder has not yet developed systems to help him to gather ongoing information from all parents.  The childminder has not yet targeted his professional development opportunities to help him to raise the quality of his teaching to an outstanding level.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 strengthen systems to gather information from all parents to help to gain an even more accurate picture of children's all round development  focus plans for professional development to help raise the quality of teaching to an outstanding level.

p.2

Inspection activities

 The inspector observed the quality of teaching during interactions between the childminder and children and assessed the impact this has on children's learning.  The inspector viewed all areas of the house that are used for childminding purposes.  The inspector observed interactions between the childminder and children and jointly evaluated the teaching with the childminder.  The inspector viewed a range of documents. She read through a sample of policies and procedures, children's records and she checked evidence of the suitability of adults living and working on the premises.  The inspector spoke to one parent on the day of the inspection and viewed written feedback provided prior to the inspection. She took account of their views.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder demonstrates a good understanding of how to identify any potential concerns about a child's safety or welfare. He is knowledgeable about the local reporting procedures in place. He ensures that the environment is safe and secure at all times. He is vigilant and has procedures in place to help to keep children safe on outings. For example, he carries a checklist to remind him of everything he needs to take and check prior to leaving. This helps to keep children safe. The childminder works well with his co-childminder and they provide a consistent approach for children.

p.3

Quality of teaching, learning and assessment is good

The childminder completes regular and precise observations and assessments of children's learning. He monitors children's progress and quickly identifies any gaps. The childminder has a good understanding of how young children learn. He recognises children's schemas and allows them opportunities to practise them and develop their skills. For example, children enjoy throwing soft balls and putting objects out and back into containers again and again. The childminder helps children to develop mathematical concepts. For example, young children concentrate as they practise categorising objects using wooden bricks and skittles. The childminder allows children the time to process the information and work through solving their own problems. The childminder uses a range of techniques to help young children to develop their language skills. For example, they enjoy looking through picture books together. He models key words to children which they attempt to repeat.

p.3

Quality of teaching, learning and assessment is good

Children are developing early writing skills. For example, they make marks with chalks on paper, using good control in relation to their age.

p.3

Personal development, behaviour and welfare are good

Young children are already becoming independent in self-care skills. They competently feed themselves at lunch and persevere at undressing and dressing dolls. The childminder carefully plans trips to meet the needs of individual children. For example, he purposely chooses smaller and quieter play areas for children who need to increase their confidence and social skills. Children show good levels of self-esteem. For example, when they have completed a self-chosen task they beam with pride and share these feelings with the childminder by giving him a hug. Overall, the childminder has good partnerships with parents. He shares information regarding children's care routines and parents speak highly of the care that children receive.

p.3

Outcomes for children are good

Children make good progress and are well prepared for their next stage in learning. Young children are already starting to show some signs that they recognise their bladder and bowel movements. Children show a will and determination and are confident at making their own decisions. Children who are not yet able to talk, confidently share their requests with the childminder and make their own choices and decisions. They are motivated and concentrate on tasks and play of their own choosing.

p.3

Setting details

Unique reference number EY494084 Local authority Manchester Inspection number 1031090 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 6

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2015. He childminds from a house in the Gorton area of Manchester. The childminder works with two other registered childminders, one of whom employs an assistant, however they do not all work together at the same time. The childminder operates between 7.30am until 6.30pm, Monday to Friday, all year round, with the exception of bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5