Sharif, Rukhsana Kousar

Inspection date 5 March 2019 Previous inspection date 23 February 2015

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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

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This provision is good

n The childminder's home is welcoming and stimulating. Children confidently access toys and resources freely. The childminder establishes secure routines throughout the day. This helps children to gain confidence and develop some of the skills required for their eventual move to school. n Children form very strong attachments with the childminder, who is committed to ensuring that children feel safe and secure. Upon entry, the childminder finds out detailed information to help support children's emotional well-being. For instance, she plays children's favourite nursery rhymes in their home language. n The childminder uses ongoing self-evaluation to build on the strengths of her setting well. For example, she has plans in place to improve her already good outdoor area further. n The childminder provides children with varied opportunities to learn about people are communities that are different to their own. For instance, she plans fun activities and

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This provision is good

celebration parties, such as to explore Eid and Chinese New Year. n Partnerships with parents are good. The childminder provides parents with updates about children's care and progress daily and parents share information from home. The childminder makes suggestions to parents that help them to support children's learning further. For instance, she shares the words to favourite songs and she suggests books that they can read together at home. n Sometimes, during adult-led sessions, the childminder is quick to introduce her own ideas and she does not always give children enough time or opportunities for them to fully contribute their own ideas. n The childminder knows children well and she makes regular observations of their learning. However, some assessments are not as sharply focused as possible to help the childminder to plan precisely for children's most relevant next steps in learning.

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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 adapt teaching during adult-led sessions, to enable children to fully introduce their own ideas and maximise their motivation and engagement even further n strengthen the use of assessments, to help to plan even more precisely for children's next stage in learning and help them to make the best possible progress.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's interactions with children during activities and free play. She assessed the impact this has on children's learning. n The inspector observed a planned session and jointly evaluated the teaching with the childminder. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. n The inspector spoke to two parents during the inspection and she took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder's home is very safe and secure and she closely supervises young children as they play and explore. The childminder has a good knowledge of how to protect children from harm. For example, she recognises the potential signs and symptoms of abuse and she knows how to report concerns. The childminder accesses mandatory training and other opportunities that help to enhance her knowledge further. For example, she accessed training to help her to learn an additional language that children who attend her setting commonly use. This helps the childminder to provide further opportunities for children to use and develop their home language when in the setting. This has a positive impact on children's learning. Children respond well to the familiar words that they hear when used alongside English.

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Quality of teaching, learning and assessment is good

Children thoroughly enjoy playing with musical instruments. The childminder sings familiar songs as children tap and bang to make sounds. This helps to promote children's good listening and attention skills further. Children delight as they explore dough and a range of tools. The childminder plays alongside children and acts as a positive role model. For instance, she uses her hands to roll and squeeze the dough and children copy the actions that they observe. The childminder introduces simple language and children confidently repeat the words that they hear. This helps children to strengthen their finger muscles and helps to build further on their vocabulary and speaking skills. The childminder follows children's interests, such as to investigate electronically operated toys. Children use their critical thinking skills to find out how they operate. Overall, the childminder allows children time to think and explore. This helps to promote children's

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Quality of teaching, learning and assessment is good

thinking skills and extends their understanding of technology.

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Personal development, behaviour and welfare are good

The childminder is an excellent role model who promotes children's social skills and good behaviour effectively. For instance, she sensitively reminds young children about the importance of sharing with their friends. The childminder uses the language of feelings. For example, she uses simple words, such as 'happy' and 'sad'. Children demonstrate positive behaviour. The childminder talks to children about the importance of being healthy. For example, she provides high rates of praise as children eat a variety of fruits. This helps to build on children's motivation to make healthy choices. Children engage in handwashing routines at appropriate times. They learn to use soap and water and the childminder talks to the children about why they are washing their hands. This helps to prepare young children for managing their own self-care and promotes their understanding of good health.

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Outcomes for children are good

Children make good progress. They are confident and enjoy participating in many different experiences, overall. Children concentrate during self-chosen activities, such as playing with dough. They are developing some of the key skills that will prepare them for school, when the time comes. For instance, children who speak English as an additional language are developing a good level of English.

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Setting details

Unique reference number EY380151 Local authority Manchester Inspection number 10071037 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 1 - 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 February 2015

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Registers

The childminder registered in 2008 and lives in Crumpsall, Manchester. She operates all year round from 7.30am until 6pm, Monday to Friday, except bank holidays and family holidays.

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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

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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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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