Childminder in Manchester

Inspection date 26 February 2019 Previous inspection date 26 January 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 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

p.1

This provision is good

n The childminder builds very strong relationships with children. She knows them and their families very well. Children are happy and confident. They show that they feel emotionally secure, for example as they seek the childminder out to share their experiences with her. n The childminder promotes children's understanding of their local community and the wider world. For example, she takes children to participate in local groups, such as stay and play sessions and toddler groups. Children learn to respect the differences between themselves and others. n The childminder's strong partnerships with parents help to ensure children receive good support so that they achieve well in their learning. Parents comment that the childminder is 'very good' in keeping them up to date with their children's progress. n The childminder is very focused on promoting children's communication and language skills. She listens to children with a genuine interest and sensitively repeats what they

p.1

This provision is good

say, so that they hear the correct pronunciation. n The childminder has not sharply focused her professional development on raising her already good teaching to an even higher level. n The childminder does not consistently provide opportunities for children to fully develop their thinking and problem solving skills.

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

n strengthen the focus of professional development on raising the quality of teaching to an even higher level n make better use of opportunities to promote children's thinking skills and help them to solve simple problems.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed interactions between the childminder and children during play activities in the playroom and outside. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The inspector carried out a joint observation with the childminder. n The inspector reviewed a range of documentation, including children's records, policies and procedures. n The inspector viewed parents' written comments and took these into account.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the potential signs of abuse or neglect. She is fully aware of what steps to take if she has a concern about a child's welfare. The childminder's documentation is well organised and effective in helping to support health and safety practises. She makes regular checks of all areas of her home to maintain a safe and secure environment for children. The childminder's self- evaluation process is thorough and robust. She is effective in identifying strengths and areas for future improvements. For example, she has improved the outdoor area to increase opportunities for children who prefer to learn outdoors. The childminder successfully includes the views of parents, children and other professionals in her self- evaluation process.

p.3

Quality of teaching, learning and assessment is good

The childminder uses effective systems to observe, plan and assess children's progress. She provides children with a good balance of adult-led and child-initiated activities. She helps to ensure any gaps in their learning are swiftly acted upon. Children enjoy the freedom to freely explore and move between indoors and outside. They independently access a wide range of interesting resources and activities that help to develop their physical skills. For example, children play in the digging area and confidently use hand- held tools to mix, dig and scoop the soil. The childminder skilfully integrates mathematics into children's play. For example, children learn about quantity and measure as they experiment, filling and emptying various containers in the water tray.

p.3

Personal development, behaviour and welfare are good

The childminder provides a good-quality learning environment, indoors and outside. She organises space effectively. Her activities and resources are interesting and exciting. The childminder effectively promotes children's health and well-being. Children have regular opportunities to be physically active outside. For example, they ride wheeled toys, run and climb. The childminder offers good support to children as they overcome challenges and test their physical abilities. For example, children develop confidence as they learn to balance along low wooden beams and crates. Children have very good opportunities to learn about how to keep themselves safe. For instance, they are learning how to safely use a knife to cut their fruit for their snack.

p.3

Outcomes for children are good

Children are continually busy. They enjoy exploring and learning. Children develop independence as they select resources and pursue their own interests. Children make good progress from their starting points. They are well prepared for the next stage of their learning and for starting school.

p.3

Setting details

Unique reference number EY334530 Local authority Manchester Inspection number 10059871 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 5 Total number of places 6 Number of children on roll 12 Date of previous inspection 26 January 2015

p.4

Registers

The childminder registered in 2005 and lives in the Wythenshawe area of Manchester. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5