Childminder EY548684

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy days of fun and excitement in this child-centred, caring and nurturing setting. Parents value highly the 'natural warmth' of the childminder and her assistant. The childminder and her assistant understand children's needs and draw on their likes and interests to further engage them in learning. The joyful sound of children singing traditional songs in English and Spanish occurs throughout each day. These activities give children the opportunity to broaden their vocabulary and helps to enhance their speech and language. The childminder and her assistant act as role models for the children, modelling speech well to further help children's early language development. Children are given some opportunities to be independent. They select the toys they wish to play with, the books they want to have read to them, or simply choose to play by themselves. The childminder and her assistant have high expectations of children's behaviour.

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The provision is good

Any quarrels between children, which are very rare, are promptly addressed. The childminder and her assistant help children find solutions to their disagreement, and gently remind them of acceptable behaviour. Children play outside in the garden, getting muddy, and exerting themselves as they run around or learn to safely climb to the top of the slide. The children also take part in yoga sessions each week, which contributes to their physical and emotional development.

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need to do better?

n The childminder has a clear understanding of the needs of the children in her care. She accurately assesses what they know and challenges them to progress in their learning. This results in breakthrough moments in development happening regularly. Children's social and emotional development is well supported. The childminder and her assistant are attentive to children's needs. They help support children in both expressing their emotions and managing them for themselves in a positive manner. The focus on developing children's language further assists in this, allowing children to verbalise their feelings. Children become more sociable, make increased use of complex sentences, and express their needs with greater fluency. n The childminder involves children in all aspects of the daily routine and gives them the opportunity to experience activities that they otherwise might not have access to. Children plant and grow vegetables which, months later, they prepare

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need to do better?

and eat in meals at the setting. The childminder involves them in making fresh bread and chopping the vegetables they use in their meals. Food provided is healthy and nutritious, with the childminder being considerate of parents' dietary expectations for their children. n The childminder is objective and reflects frequently on the quality of her practice, and that of her assistant. She consults with her assistant on her evaluation of the setting to gain an insight into improvements that can be made.

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need to do better?

22 January 2020 However, the childminder and parents confirm that the childminder does not proactively seek parents' views about the quality of the setting. n Overall, the childminder supports children's independence well. Older children manage their own personal hygiene needs. Younger children and babies are developing skills, such as feeding themselves and drinking from a cup. That said, more can be done to support children's self-help skills at these routine times of the day, particularly older children as they prepare for school, for example, providing them with a knife and fork at mealtimes and modelling how to use them correctly. n Children are keen to join in and demonstrate positive attitudes to their learning. They encourage their friends to persevere and congratulate them when they succeed. For example, when attempting and initially failing to build a complex structure from blocks, children offer assistance and shout 'yay' when their friend

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need to do better?

is successful. n Children have the opportunity to learn about others in their community. The childminder takes them on regular trips to the local park and shops. They visit local places of worship reflecting various faiths and have discussions about families different to their own. This helps children learn to celebrate diversity in a way that is meaningful to them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have good knowledge of safeguarding and child protection issues and procedures. They have maintained this knowledge by keeping up to date with relevant training, and wider reading on the subject. Should they be worried about a child, or the conduct of an adult in contact with a child, they know the procedures to follow to report these concerns. Children are safe in the setting as the premises is secure, unnecessary risks are minimised, and there are clear plans in place in the event of an emergency evacuation.

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should:

n create more opportunities at mealtimes for older children to use the type of cutlery which better prepares them for school n further strengthen the existing arrangements for self-evaluation of the setting, including giving more consideration to the views of parents.

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Setting details

Unique reference number EY548684 Local authority Manchester Inspection number 10126865 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 to 9 Total number of places 12 Number of children on roll 19 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She operates term time only from 8am to 6pm, Monday to Thursday. The childminder has qualified teacher status. The childminder works with an assistant who also has qualified teacher status.

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Inspection activities

n The inspector observed children at play both indoors and outside, and observed a range of learning activities. n Discussions were held with parents to obtain their views of the setting. n The inspector held discussions with the childminder and her assistant to establish their knowledge and understanding of safeguarding. n Documentation in relation to the suitability of the provider and her assistant was reviewed. n The inspector spoke with the childminder throughout the inspection about what she intended children to learn, and observed this taking place.

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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

22 January 2020 22 January 2020 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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