Childminder in Manchester

Inspection date 10 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder develops professional and effective working partnerships with parents. She makes sure that she can provide children who have specific medical needs with an appropriate and rapid response when required. The childminder has recently updated her training in paediatric first aid. n Children thoroughly enjoy exciting activities, visits and outings. They help themselves to a good variety of books, toys and equipment which stimulates their exploration, imagination and sustained independent play. n The childminder puts experiences in place which develop children's confidence in their own abilities and their motivation to investigate new things. Children learn to explore their curiosity and persevere with challenges from an early age. n All children are making good progress in their learning. Their literacy and mathematical skills are developing well through a variety of opportunities to read, write and solve

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It is not yet outstanding because:

n The childminder does not monitor children's rate of progress clearly enough to help her target teaching more precisely. n The childminder plans activities and celebrations to mark a range of cultural events but does not make the most of these opportunities to explore shared values and boundaries with young children.

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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

n refine the arrangements for monitoring children's progress to check if teaching is helping them to make the best rate of progress possible n make better use of opportunities that arise to explore shared values as well as the rich diversity of different cultures and traditions.

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What the setting needs to do to improve further

Inspection activities n The inspector observed, listened to and talked with children as they played indoors and outdoors. n The inspector reviewed policies and discussed the procedures relating to children's safety and welfare with the childminder. n The inspector looked at children's records, the childminder's planning and evaluation of activities, and information exchanged with parents. n The inspector took account of the views of parents in written communication. n The inspector spoke with the childminder about the impact of her training, experience and practice on children's well-being, learning and development.

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Effectiveness of leadership and management is good

The childminder has considerable experience of teaching young children and supporting children who have special educational needs and/or disabilities in schools. This has helped her to make a superb start at her childminding practice. For example, she creates very exciting play areas indoors and outdoors, and knows precisely how to develop children's enthusiasm for learning. The childminder continues to evaluate and improve her provision further. For example, she has made and follows robust risk assessments to help keep children safe as they use climbing equipment, and is currently improving guidelines for the trampolines. Safeguarding is effective. The childminder is well trained and has a secure knowledge of child protection issues. She can respond swiftly to any such concerns, wherever she may be in the community.

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Quality of teaching, learning and assessment is good

The childminder is a confident and capable teacher who continues to develop her professional knowledge and skills through activities, such as online training and research. Children thoroughly enjoy solving problems with the childminder and eagerly practise new skills. For example, children work out how to use a toy steering wheel and in doing so make sense of the childminder's frequent references to turning their hand to the left or right. The childminder makes astute observations of children's skills and quickly targets the next stage in their learning. For instance, toddlers spontaneously sing the alphabet song and the childminder quickly links this to sounds in their names.

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Personal development, behaviour and welfare are good

The childminder rapidly and skilfully develops children's confidence in themselves and their relationships with each other. New children settle in very quickly; they thoroughly enjoy exploring new toys and resources with new friends. For example, young children build up the courage to follow the older children through a large garden tube, while the childminder challenges the older children to experiment with their voices as they call through narrower tubes and listen for echoes. The childminder shares her high expectations for children's behaviour with them and they cooperate well together.

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Outcomes for children are good

Children of all ages make good levels of progress and are very well prepared for the next stage in their learning. For instance, older children can tell a story or hold back and listen to their friend's story instead. Two-year-old children already use a wide range of vocabulary and join sentences together. Children know that their views count and willingly share their ideas and how they can improve them. They develop a heightened awareness of safety, for instance, they put on small oven gloves to use when they pretend they are pouring from a hot kettle.

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Setting details

Unique reference number EY501484 Local authority Wokingham Inspection number 10057135 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 5 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She operates all year round from 8am to 6pm, most weekdays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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