Thorpe, Jane Elizabeth

Inspection date 28 May 2019 Previous inspection date 24 March 2016

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Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This is a provision that requires improvement

n The childminder does not hold a current paediatric first-aid qualification. n The childminder does not share detailed information with other settings that children attend to help support their learning and development. n The childminder's self-evaluation is not effective enough to identify her ongoing training needs or to ensure that she has addressed mandatory training requirements.

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It has the following strengths

n Children are happy. They share good caring relationships with the childminder. This helps to support their emotional development. n The childminder makes regular observations and assessments of children's learning. She plans appropriate next steps to help them make progress in their learning. n The childminder provides a broad range of activities built around children's interests. She plans regular outings into the local community, which helps to widen children's experiences. n Children are well behaved. The childminder sets high expectations and is a positive role model. Children are encouraged to take turns with resources. n Comments from parents are very positive about the quality of the childminder's provision.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date obtain and maintain a paediatric first-aid qualification. 24/06/2019

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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 strengthen partnership working with other settings to help support a consistent approach to promoting children's learning and development n strengthen self-evaluation procedures to inform a programme of training to support ongoing professional development.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector held discussions with the childminder and a parent. She talked to children during the inspection. n The inspector looked at a selection of documentation, including children's learning records, the childminder's self-evaluation, safeguarding procedures and training records. n The inspector considered evidence of suitability checks carried out for all adults living in the home.

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Effectiveness of leadership and management requires improvement

The childminder has let her paediatric first-aid qualification lapse. This shows that her self-evaluation is not fully effective in monitoring the quality of her provision. Safeguarding is effective. The childminder has a secure knowledge of the possible signs and symptoms of abuse. She understands the correct procedures to follow in the event of a concern regarding children's welfare. The childminder uses effective risk assessment to help maintain a safe environment for children in her home and on outings. She regularly monitors children's progress in their learning. She shares information well with parents, which helps to provide continuity for children. However, opportunities to share information with other settings that children attend are not fully established.

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Quality of teaching, learning and assessment is good

The childminder takes account of the different stages of development of children as she plays alongside them. She provides good levels of challenge to help support their individual learning. The childminder asks questions to support children's thinking. She provides opportunities for them to try out ways to do things. For example, children explore cutting dough with scissors and with a knife. The childminder models actions for children to copy. This helps to extend their skills. Children try out their own ideas as they play. For example, they use their imagination to mould and shape dough to create plates of pretend food. The childminder sings familiar rhymes and reads stories to children. This helps to support their language development and foster their literacy skills. The childminder encourages children to count. She introduces mathematical language, such as 'half', to support their understanding of quantity.

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Personal development, behaviour and welfare require improvement

The childminder has not kept her first-aid knowledge and skills up to date. However, she demonstrates a basic knowledge to help her support children's health and safety in an emergency. She knows the children well and responds quickly and sensitively to meet their individual care needs. The childminder adapts her menu to take account of children's individual allergies. Admission procedures are effective. The childminder finds out about and respects children's home routines, adapting her provision accordingly, to help support their well-being. Children play outdoors in the fresh air on a daily basis. They take appropriate risks in their play. For example, children climb on equipment in the local park. This helps to promote their balance and coordination. The childminder fosters children's independence and self-care skills effectively.

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Outcomes for children are good

All children are making good progress in their learning. The childminder uses praise effectively to help support children's engagement and to foster their self-confidence. Children are learning to recognise letters and the sounds that they make. They enjoy writing their own name. Children confidently name shapes and recognise numerals. Young children concentrate as they build with bricks. Children listen carefully to the childminder. They mix with others at local toddler groups. This helps to promote their social skills. Children are developing skills that will support the next stage of their learning.

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Setting details

Unique reference number EY370236 Local authority Manchester Inspection number 10064797 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 - 11 Total number of places 6 Number of children on roll 10 Date of previous inspection 24 March 2016

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Registers

The childminder registered in 2008 and lives in Whalley Range, Manchester. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year- old children.

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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

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Registers

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