Yasmine Arif

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 spending time in the safe and interesting play spaces. They make choices from the good range of resources available to them indoors and outdoors. The childminder has high expectations of children. All children, including those with special educational needs and/or disabilities, make good progress in their learning and development. This is because the childminder has thought carefully about the experiences they engage in and how children can build on their existing knowledge. For example, children participate in activities where they remember the previous day and date and use this knowledge to work out what day it is today.

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The provision is good

Children are happy in the childminder's care. They seek her out for cuddles and are comforted by the emotional support she provides. Children benefit from her warm and caring nature. Children behave well and they know what is expected of them. For example, they take good care of their belongings as they are reminded how to look after them. Children are engaged in their play, take pleasure in following the routine and have positive attitudes to learning. For example, they enjoy some activities so much that they ask to do them again.

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need to do better?

n Children are developing a good understanding of the world around them. They go on regular outings, look at wildlife and learn about nature. As a result, children are becoming observant of the things around them. n The childminder understands the things that interest children and uses this knowledge well to ignite children's curiosity. For instance, children delight in watching bubbles fall and try to catch them. They are developing inquisitive minds as they watch with wonder. n The childminder gives children lots of praise and encouragement. She recognises the efforts they make and comments positively on what they are doing. As a result, children are growing in confidence. n Children engage in experiences that support healthy lifestyles. For instance, the childminder supports children to clean their teeth and engage in physical dances. Consequently, children are developing good habits. n The childminder works closely with other professionals. She talks with them

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need to do better?

about children's developmental stages and how they can work together. This supports continuity of care and education for children. n The childminder creates opportunities for children to develop their social skills. For example, they use local community sessions to engage in music activities. Therefore, children are becoming more confident in being around others. n The childminder has a level 3 qualification in early years education. This has given her a good knowledge of how children learn and develop. She uses this knowledge well to engage with children and provide opportunities that support

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need to do better?

12 May 2022 their development in all seven areas of learning. Consequently, children are acquiring the skills they need for their next stage in learning. n The childminder regularly considers how she can improve her own knowledge. She undertakes research online. For example, she has accessed information on how to improve children's oral health and how to improve their understanding of nature. As a result of the training, she has thought carefully about the opportunities for children in these areas and has improved children's experiences. n The childminder talks to children as they play. She sings with them and reads stories, which allows them to hear plenty of language. However, the childminder does not always give children enough time to answer the questions she asks them. As a result, sometimes children cannot explain what they are thinking. n Children have good opportunities to do things for themselves. For example, they

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need to do better?

wash their own fruit before eating snacks. Consequently, children are developing their independence. n The childminder supports children's mathematical development well. For example, she counts as part of the daily routine and introduces shapes as part of children's play experiences. Therefore, children are able to count and have a good knowledge of shapes.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder thinks carefully about how to create a safe environment for children. She implements effective safety measures so that children are protected from harm. The childminder has a good knowledge of the signs and symptoms of abuse. She is clear on the procedure to follow if any concerns arise about a child in her care. The childminder has implemented safeguarding procedures in regards to the use of technology. This helps to keep children safe. The childminder is aware of the possible signs that a child may be at risk of exposure to extreme views and behaviour.

p.3

should:

n extend opportunities that allow children to use language to explain what they are thinking.

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Setting details

Unique reference number EY560248 Local authority Manchester Inspection number 10190439 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Crumpsall, Manchester. She operates all year, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two- and three- year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

12 May 2022 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

12 May 2022 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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