Childminder 500254

Inspection date

Previous inspection date 6 March 2018 22 May 2015

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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 Outstanding 1

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This provision is good

 The learning environment is richly resourced and extremely interesting to children. Children have free access to two separate playrooms where they readily engage in a range of activities. They make good progress in their learning.  The childminder has established secure partnerships with parents. She is extremely sensitive to each child's family circumstances and offers good support and guidance to parents. Parents comment that they feel valued and have plenty of time each day to share information about their child's learning and well-being. Children experience good continuity in their care and learning.  Children benefit greatly from an abundant range of carefully planned activities that helps them learn how to keep themselves safe. For example, they learn about fire safety during a visit from the fire brigade and practise crossing the road safely on outings.  The childminder uses a range of effective teaching strategies to promote children's

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This provision is good

early speech. For example, she uses sign language alongside verbal communication to teach younger children new words.

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It is not yet outstanding because:

 At times, the childminder does not provide children with the time they need to consider and respond to her comments and questions before moving on to other discussions.  The childminder has not considered ways to enhance her programme of professional development, to help continually raise her teaching skills to the maximum level.

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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

 provide children with the time they need to respond to comments and questions, to build more successfully on their good conversational skills  enhance the programme of professional development even more to help extend and raise the quality of teaching to a higher level.

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Inspection activities

 The inspector observed activities in the indoor environment and assessed the impact this has on children's learning.  The inspector checked evidence of the suitability of all household members and the qualifications of the childminder.  The inspector evaluated a learning activity with the childminder and sampled children's learning records. She also discussed the childminder's self-evaluation.  The inspector spoke to the childminder and her co-childminder and engaged with children at appropriate times throughout the inspection.  The inspector took account of the views of parents spoken to on the day.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder completes regular safeguarding training to help keep her knowledge of child protection up to date. She is aware of the possible indicators of abuse and knows how to report concerns to the appropriate agencies. The childminder works closely with her co-childminder to evaluate the service they provide. They share ideas about ways they can continually improve their setting. For example, since the last inspection the childminder has embedded systems for sharing information about children's learning and progress with parents and other professionals. This helps to ensure children's individual learning needs are well met. Children safety is given high priority. The childminder conducts daily checks of her home to ensure the environment remains suitable and safe for children.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and meets children's learning needs well. She monitors and tracks children's progress effectively to help identify any gaps in their learning. Children enjoy a good range of interesting activities that is well matched to their abilities. For example, children eagerly explore the texture of play dough. They show interest in what the childminder is doing as she models how to use tools to create moulds. Older children demonstrate good control and coordination when using tools, and younger children use good manipulative skills to explore. Children enjoy expressing themselves creatively. They use musical instruments and concentrate as the childminder draws their attention to the different sounds they make.

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Personal development, behaviour and welfare are outstanding

Children are extremely well settled and secure in the childminder's care. They arrive in the morning excited and ready to learn. Their well-being is at the heart of the childminder's practice and she knows children exceptionally well. Children form very strong bonds with the childminder and develop close friendships with other children. The childminder is an exceptional role model. She is highly effective in teaching children, including very young children, how to share, take turns and express themselves freely during play. Children are tremendously well behaved. Older children are kind and caring towards one another and affectionately care for younger children. Children build on their independence from a young age with the support and encouragement of the childminder. For example, they tidy away the toys when they have finished. Children enjoy feeling a secure sense of pride and achievement in all that they do.

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Outcomes for children are good

All children make good progress from their starting points. They are confident individuals who happily get involved in the variety of activities provided. Children display good problem-solving and mathematical skills. They count spontaneously in their play and are developing a good understanding of numbers. Younger children acquire the necessary skills and attitudes that help to prepare them for the next stage of their learning and older children for their eventual move to school.

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Setting details

Unique reference number 500254 Local authority Manchester Inspection number 1091041 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 1993 and lives in Chorlton, Manchester. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder and holds an early years qualification at level 2.

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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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