Childminder in Manchester

Inspection date 1 April 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The well-organised childminder has made a positive start to her childminding business. She fully understands her role and responsibilities and aspires to be outstanding. The childminder constantly reflects on the quality of her provision. She uses self-evaluation systems well. This has helped her to achieve a good standard since registration. n The childminder and her occasional assistant work well together. They undertake regular observations and assessments of children's play. Overall, they plan good-quality activities and experiences that capture children's enthusiasm and motivate them to learn. All children make good progress. n Partnership with parents is excellent. The childminder truly values the vital role parents play in supporting children's development. The childminder uses a variety of positive methods to exchange information with parents. These include, photographic and video observations and electronic communication. This helps to provide continuity of care and

p.1

This provision is good

learning for all children. n The childminder's approach is friendly and hospitable. She provides a calm and nurturing, secure environment. Children develop close bonds with the childminder and her assistant. Children are extremely settled. The childminder values and uses children's home languages alongside English. This contributes towards their strong sense of belonging, high levels of confidence and happiness. n The childminder does not always use challenging questioning techniques and help children to learn the correct pronunciation of words to further support their language skills. n The childminder does not always make the best use of opportunities to build on children's already good mathematical skills, particularly their understanding of shape.

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 use more challenging questioning techniques that help children to learn the correct pronunciation of words and support their communication and language skills even further n strengthen opportunities for children to develop even greater mathematical knowledge, particularly their understanding of shape.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching indoors and outdoors and assessed the impact this has on children's learning. n The inspector carried out an evaluation of teaching with the childminder. n The inspector looked at relevant documentation, such as policies and procedures, reviewed the childminder's self-evaluation and checked evidence of her suitability and the suitability of all adults who live and work on the premises. n The inspector held regular discussions with the childminder and spoke to children during the inspection. n The inspector took account of parent's views and feedback.

p.2

Effectiveness of leadership and management is good

The childminder attends a wealth of training and actively seeks opportunities for her continued professional development. She ensures that her assistant is well trained. This helps to keep their skills and knowledge updated and helps them to meet children's care and learning needs. Safeguarding is effective. The childminder fully understands child protection procedures. She knows what to do should she have a concern about the welfare of a child. The childminder and her assistant have both completed safeguarding training. They are familiar with wider safeguarding issues that could affect children and families. This helps to keep children safe.

p.3

Quality of teaching, learning and assessment is good

The childminder provides interesting literature and story books. This helps to ignite children's interest in reading. They eagerly turn pages in favourite books and anticipate which animal is hiding underneath the flap. Children enthusiastically hunt for wooden shapes in cereal. The childminder encourages them to recognise colours and some of the shapes. Overall, this helps to develop their mathematical understanding. Children use trial and error and consider how to fit pieces into a puzzle. The childminder encourages them with praise and a 'high 5'. Children persevere and show strong determination to succeed. The childminder helps to promote children's understanding of the world. For example, she takes them out each day to experience the local community. Furthermore, a recent outing to the airport recognised children's interest in aeroplanes. The childminder helps to support children's physical skills, control and coordination. For

p.3

Quality of teaching, learning and assessment is good

example, she encourages them to throw and catch balls outdoors.

p.3

Personal development, behaviour and welfare are good

The childminder and her assistant affectionately interact with children. The childminder willingly joins in as children invite her into their play. The caring childminder provides clear guidance about what is acceptable behaviour. She shares positive behaviour management strategies, gained following a recent training course, with parents. Children's behaviour and social skills are excellent. For example, young children use impeccable manners and play harmoniously in sand and water with the childminder. Children develop good self-care skills and eat a healthy diet. For example, young children proficiently peel bananas and oranges at snack time. This contributes towards their physical health and well-being.

p.3

Outcomes for children are good

All children, including those who speak English as an additional language, make good and sometimes better than good progress. Young children develop skills needed for future learning and school, including reading and writing. For example, they make marks in sand using fingers and hands and expertly recognise letters as they complete an alphabet puzzle. Children express their own preferences. They make independent choices from a variety of appealing resources in the play room. For example, they eagerly choose from assorted vehicles and aircraft toys. They capably operate the propellers and use their imagination and creativity to make helicopter sounds as they 'fly' the aircraft around the room.

p.3

Setting details

Unique reference number EY545593 Local authority Bury Inspection number 10095038 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 - 2 Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Registers

The childminder was registered in 2017. She lives in the Prestwich area of Manchester. She operates from 7.30am to 6pm, all year round, except for 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