Childminder 500452

Overall effectiveness Good

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

p.1

The provision is good

The childminder provides a welcoming and homely environment. She has a warm and caring nature that children respond to well. Babies who are new, settle in quickly. They build positive relationships with the childminder right from the start. The childminder works closely with parents to support babies' home routines. Parents comment that they appreciate the updates they receive at the end of the day and are happy with the care provided.

p.2

The provision is good

Babies enjoy playing games with the childminder, such when she pretends to hide and then suddenly reappears. They chuckle with excitement as she pops out from behind her hands, exclaiming 'boo'. Babies become intrigued as the childminder blows bubbles in the air. They wave their arms in excitement and try to touch the bubbles. Babies observe them float around the room and become fascinated as they burst.

p.2

The provision is good

Children are happy, behave well and show that they feel safe and secure. They form strong bonds with the childminder, who treats them like they are her own. The childminder has high expectations for children's emotional well-being. She helps to build their confidence through plenty of praise and encouragement. The childminder is attentive to children's feelings. For example, she recognises when babies need comfort and gives plenty of cuddles when they become tired.

p.2

need to do better?

n The childminder provides a safe and clean environment for babies to explore. She gives babies time on their tummies to help them to strengthen their neck and shoulder muscles. Babies smile as the childminder holds objects at their eye level, a short distance away. They practise straightening their arms and try to reach out for the toy. Babies roll over onto their backs. The childminder praises their achievements. Babies develop confidence in their physical skills. n The childminder takes children into the community. For example, she takes them to the library and playgroups where they have opportunities to socialise with other children of a similar age. This helps children to develop an understanding of the diverse world they live in. They also learn about the similarities and differences between themselves and others. n The childminder recognises the importance of outdoor play and how it contributes to children's good health. Older children engage in outdoor games,

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need to do better?

splash in puddles and use the equipment outside. There is potential to offer a richer variety of activities to build on babies' opportunities to further explore and investigate their senses and the outdoor world around them. n The childminder provides resources made from different materials for babies to investigate. She encourages them to feel the softness of material, explore their

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need to do better?

25 February 2020 reflections in mirrors and feel the textures of pine cones. This helps children to build on their sensory development effectively. n The childminder captivates children's interests as she reads stories to them. For instance, she changes the tone of her voice so that they maintain their attention. The childminder uses clear and simple words to describe objects on each page. Babies enjoy exploring the textures in touch-and-feel books. This helps them to develop a fondness for books from an early age. n The childminder sings songs and nursery rhymes to children. She encourages them to join in with the actions, helping them to clap their hands and point to parts of their bodies. Babies respond with their early vocalisations, gurgling and smiling to show their enjoyment. n The childminder supports children's very early communication skills well. For instance, she uses eye contact when talking to babies. When babies make

p.2

need to do better?

babbling sounds, the childminder responds and babbles back. This encourages babies to learn to take turns in conversations. n The childminder forms effective relationships with other settings that some children attend. She shares important information about children with teachers and parents. This helps to promote continuity in children's care and learning. n The childminder accesses some training to ensure that she keeps her practice up to date. For example, she completes regular training in safeguarding and paediatric first aid. However, the childminder does not fully focus her professional development on extending her existing knowledge to develop her good teaching skills even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of the different types of abuse and possible signs and symptoms. She understands the procedure she must carry out should she feel a child is at risk of abuse or neglect. The childminder is familiar with wider safeguarding issues. For instance, she has completed training on radicalisation and the grooming of children. She has updated her safeguarding policy to include the contact numbers for the relevant professionals. The childminder makes sure that her home and garden are secure so that nobody can enter or leave the premises unnoticed. This helps to keep children safe.

p.3

should:

n build on the already good experiences for babies to explore and investigate the outdoor world and their senses even more n focus professional development on extending knowledge and develop the good teaching skills even further.

p.3

Setting details

Unique reference number 500452 Local authority Manchester Inspection number 10143297 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 23 October 2014

p.4

Information about this early years setting

The childminder registered in 1998 and lives in Newton Heath, Manchester. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector held a discussion with the childminder, who explained how she organises the early years provision. n The childminder discussed with the inspector what learning intentions she has for children. She explained what she does with children to help them to develop knowledge and skills for the future. n The inspector observed the quality of the childminder's teaching and interactions during activities indoors and assessed the impact this has on children's learning. n The inspector took account of the views of some parents through written feedback they had provided. n The childminder and inspector evaluated a planned activity together. The childminder explained how she builds and expands on what children already know and can do.

p.4

Inspection activities

25 February 2020 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

25 February 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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