Childminder, Out-of school day care in Manchester

Inspection date

Previous inspection date 7 March 2018 Not applicable

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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 observes children's play to assess what they know and can do. She plans challenging activities that help children to make good progress in their learning.  Children develop close emotional attachments with the childminder, who is extremely sensitive and caring. They demonstrate that they feel safe and secure in the childminder's home as they settle quickly and engage in play. This contributes to children's confidence and their good achievement.  The childminder teaches children the boundaries of appropriate behaviour. Children of all ages play cooperatively. They share and take turns independently and develop a secure understanding of the needs of others.  Partnerships with parents and other early years settings are a key strength of the setting. This helps to promote high levels of consistency and continuity for all children.

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It is not yet outstanding because:

 Self-evaluation is not yet sharply focused on targeting priorities for improvement that help to raise the quality of the setting to an outstanding level.  The childminder does not provide enough opportunities to help children to further extend their learning about the similarities and differences between people and communities.

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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

 strengthen the process for self-evaluation to target priorities for further improvement that help to raise the quality of practice to an outstanding level  enhance opportunities for children to learn more about the similarities and differences between people and communities and the wider world.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector talked to the childminder and children at appropriate times throughout the inspection.  The inspector observed children engaging in planned adult-led activities and self-chosen play.  The inspector looked at relevant documents, including safeguarding policies and procedures, children's records and evidence of the qualifications of the childminder and suitability of adults living and working on the premises.  The inspector took account of the views of parents spoken with on the day of the inspection and from written feedback on questionnaires obtained by the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge and understanding of the signs and symptoms of abuse and the procedures to follow in the event of a child protection concern. Rigorous risk assessments are completed to help to ensure that children are kept safe from harm. The childminder consistently seeks out opportunities to improve her knowledge and skills. Parents receive detailed information about the setting, their children's care and activities they have been doing. The childminder obtains detailed information about each child to help to ensure their needs are met at all times. The childminder works closely with the school some children also attend. Effective communication sharing helps the childminder to complement children's learning extremely well.

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Quality of teaching, learning and assessment is good

The childminder gathers information from parents about what children know and can do when they first start at the setting. This, together with her own observations, helps her to plan for the next steps in children's learning. Children particularly enjoy role-play activities. They pretend to make soup using vegetables and make multi-flavoured ice creams for the childminder and each other. Children squeal with excitement when they see the reaction of other children who find a pretend snake hidden in the soup. They develop good imagination and communication and language skills. The childminder plays a board game with children where they have to collect as many dog bones as possible. Children recognise numerals and count how many spots are on the dog. This helps them to develop a good understanding of simple mathematical concepts in readiness for future learning and school.

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Personal development, behaviour and welfare are good

Children are happy, well settled and content in the childminder's home. They confidently chat to the childminder and each other as they put their belongings away. Children are sociable and confident and independently manage their own self-care needs. The childminder provides a wide range of nutritious meals and snacks and talks to children about the importance of a healthy diet. Children benefit from opportunities to play and enjoy fresh air in the well-resourced garden. This has a positive impact on children's health and well-being.

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Outcomes for children are good

Children make good progress. They carry out simple addition and subtraction calculations and compare quantities. Children recognise and write their names and some children are able to spell words, such as 'cat', 'pig', dog' and 'pot'. They are confident and independent and demonstrate good levels of concentration and perseverance. This helps them to prepare for future learning and, where appropriate, starting school.

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Setting details

Unique reference number EY496981 Local authority Manchester Inspection number 1034656 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Manchester. She operates all year round, from 7am until 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

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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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