Childminder in Manchester

Inspection date 3 April 2019 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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This provision is good

n The childminder promotes children's independence. She gives children opportunities to practise self-care skills, such as dressing for outdoor play and using cutlery to eat. She lets children choose whether to drink from a cup or a beaker. Children are confident in their abilities. n The childminder supports children's learning effectively. She teaches children to recognise colours, shapes, numbers and letters through their play. For example, she sings number rhymes and counts how many items there are during activities. Children develop their understanding of mathematics and literacy. n The childminder regularly tracks children's progress across all areas of learning. She plans experiences to help children to expand their knowledge, including farm trips to learn about animals. Children acquire new information and skills in readiness for their next stages of learning. n The childminder keeps parents informed about their children's learning and

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This provision is good

development. Parents have access to an online system, where they can view photographs and read about their children's achievements. Parents comment that their children regularly explore the outside world and learn and experience a wide variety of activities. n The childminder takes account of recommendations made by parents and external evaluators. However, she does not yet fully reflect on her practice to help her to make improvements. n The childminder keeps her knowledge up to date. For example, she has a good network of other childminders and has membership of a professional early years association. However, the childminder has not made the most of opportunities for professional development to help her to advance her skills. n While the childminder explores some cultural festivals with children, she does not fully extend children's awareness of the wider world.

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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 extend the use of self-evaluation to raise the quality of teaching and outcomes for children even higher n extend the programme for professional development to help to improve skills and raise standards of practice to the next level n provide more opportunities for children to explore similarities and differences in the wider world.

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What the setting needs to do to improve further

Inspection activities n The inspector completed a joint observation with the childminder and discussed the quality of teaching, learning and assessment. n The inspector looked at relevant documentation, including evidence of the suitability of adults living on the premises, policies and procedures, children's records and risk assessments. n The inspector had a tour of the premises. n The inspector took account of written feedback from parents. n The inspector spoke with the childminder and children during the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues. She is clear about how to identify and report any safeguarding concerns. The childminder has robust policies and procedures in place. For example, she conducts daily risk assessments and monthly fire drills to help to keep children safe from harm. The childminder plans the environment to support children's learning and development. For example, she provides a wide selection of mark-making materials to help to support children's literacy skills. The childminder sets up various physical activities in the garden, such as ball play and tunnels to crawl through. Children benefit from exercise and fresh air. The childminder establishes good relationships with teachers to help her to support children with transitions to school.

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Quality of teaching, learning and assessment is good

The childminder knows the children in her care well. She knows how they learn and what they can achieve. The childminder demonstrates some good teaching techniques, such as effective questioning. For example, she challenges young children to search for and identify hidden objects in picture books. The childminder introduces topical words to help children to develop their language skills. She demonstrates and explains methods clearly to children. For example, young children watch and listen to her guidance in order to successfully peel stickers themselves. The childminder encourages children to manage tasks themselves whenever possible. For example, children carefully squeeze their own glue into pots ready for a craft activity. They develop fine-motor skills and relish the responsibility. The childminder plans outings to toddler groups to help children to become socially confident.

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Personal development, behaviour and welfare are good

The childminder follows children's interests. She provides opportunities for them to explore. For example, children turn washing their hands into water play. Children ask for jugs so that they can tip and pour. The childminder responds to children's requests and promotes their personal development. She encourages children to think for themselves and be confident in their choices. For example, resources are accessible so that children can select their own toys. Children create their own activities. For example, they decide to draw pictures to label the toy boxes. Children have formed secure attachments with the childminder. They are happy and feel safe in the setting. Children are well behaved and cooperate during routines. The childminder promotes their welfare.

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Outcomes for children are good

Children make consistent progress over a sustained period of time. Their development is typical for their age. Children are attentive listeners and clear communicators. They are confident to try new things and test their ideas. For example, children taste new foods and discover their preferences. Children concentrate on their activities and are eager to learn. For example, they are fascinated by varied craft resources as they focus on decorating Easter bonnets. They learn about textures and colours as they do so. Children are creative thinkers. For example, they use their imagination as they dress and 'feed' dolls. Children are prepared for their next stages of learning and are ready for starting school, when the time arrives.

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Setting details

Unique reference number EY545589 Local authority Manchester Inspection number 10096391 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 - 4 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Manchester. She operates all year round from 8am to 4pm, Monday to Friday, except for 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

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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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