Childminder 500492

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children engage happily in play and learning at this setting. They are confident learners who show curiosity and eagerness to try new things. For example, during story time, young children sit and listen attentively. They point to pictures in response to the childminder's questions and have a go at saying new words. The childminder has a strong focus on developing children's speech. For example, she models language well during meaningful conversations with children. This helps to extend their vocabulary rapidly.

p.2

The provision is good

The childminder ensures children experience a range of different environments. For example, at toddler groups, children develop their social skills as they play with their peers and make new friends. They further develop their confidence as they join in with songs and rhymes. These sessions also support children's communication, enhance their physical coordination and introduce numeracy. Even at an early age, children can sequence numbers and use their fingers to count.

p.2

The provision is good

Children have formed strong bonds with the childminder. They show respect for one another and are keen to play games together. Children are very well behaved and display good manners. They cooperate and respond positively to instructions. Well-established routines help children to know what to expect next. This helps them to feel content and safe at the setting.

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need to do better?

n The childminder knows children and their families well. She fosters positive relationships which last well beyond the children's time attending the setting. The childminder often looks after all siblings from the same family over several years. This shows they value the childminder and the service she provides. n The childminder takes time to find out about what children can and cannot do before they start at her setting. She learns about family preferences and children's likes and dislikes. The childminder uses this information to help settle children quickly. This enables them to learn from the outset. n Parent partnerships are effective. Communication is regular; the childminder informs parents about their child's progress and parents share learning from home. Their discussions ensure continuity of learning for children as they progress towards their next stages of development. n Teaching is good. For example, the childminder joins in with children's role play.

p.2

need to do better?

She demonstrates how to balance pretend eggs on spoons and encourages children to have a go. The childminder recalls previous shopping trips when they bought eggs. She challenges children to remember what they looked like then. The childminder describes how they cracked the eggs to make cakes. She fully engages children in activities. This promotes their good progress across all areas

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need to do better?

24 October 2019 of learning. n The childminder uses resources effectively to promote children's development. For example, she ensures that children use lots of different techniques, such as folding and cutting, moulding and painting, during sensory and craft activities. This helps children to develop their small-muscle skills in readiness for writing; young children can hold pencils in a tripod grip to draw lines and circles. n The childminder supports children's personal development. For example, children wash their hands before food, sit at the table and use cutlery to eat with. They practise their skills. This helps them to become independent. n The childminder promotes inclusion and diversity. For example, she talks to children about similarities and differences between people with varied backgrounds. The childminder teaches children to treat people equally. This helps them to develop genuine respect for the people they meet.

p.2

need to do better?

n Resources and activities in the setting reflect diversity. For example, children taste traditional Indian foods as they explore the festival of lights. They learn about people and cultures beyond their own experiences. This helps children begin to understand the wider world. n The childminder has not fully established a programme for professional development. While she has access to resources, she is not using them effectively to continue to develop her skills and keep her knowledge up to date. For example, her practice does not reflect recent changes in the childcare sector, such as the introduction of the education inspection framework.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has completed safeguarding training and has a safeguarding policy in place. For example, she keeps contact details for safeguarding officers in the local authority up to date and readily available. This means that she can act quickly to protect children. The childminder describes possible indicators of potential abuse and knows how to report any concerns. She is aware of safeguarding issues, such as grooming and radicalisation, and is confident in recognising how these might present themselves in children who are at risk. This shows the childminder's commitment to safeguarding children. She has considered the use of mobile phones and cameras in the setting and when on outings. All the measures she has in place help to keep children safe while they are in her care.

p.3

should:

n make more of professional development opportunities to ensure that knowledge and practice are consistent with current guidance in order to further improve the quality of the setting.

p.3

Setting details

Unique reference number 500492 Local authority Manchester Inspection number 10064755 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 3 Total number of places 6 Number of children on roll 2 Date of previous inspection 19 August 2015

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Manchester. She operates all year round, from 7.30am to 5pm, Monday to Thursday.

p.4

Inspection activities

n The inspector observed planned activities and discussed the impact of teaching on children's learning with the childminder. n The childminder and the inspector discussed the intent, implementation and impact of the curriculum. n The inspector held discussions with the childminder throughout the inspection, including about safeguarding, professional development and policies and procedures. n The inspector reviewed documentation, including the suitability of people living on the premises. n The inspector had a tour of the premises to assess safety and suitability.

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Inspection activities

We carried out this inspection 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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Inspection activities

24 October 2019 24 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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