Childminder in Manchester

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 are confident and independent learners in this safe and welcoming setting. They ask questions, and test and try out ideas. For example, when building a train track, children tried several pieces of track before getting one to fit. They receive encouragement and praise from their supportive and kind childminder. This makes them feel good, building their self-belief and confidence.

p.2

The provision is good

Children enjoy growing vegetables and herbs. They develop their senses as they touch and smell the herbs. Children extend their language as they describe the texture and smells. Children learn about nature as they look after plants, watch them grow from seeds and care for them. They develop an interest in the insects and worms found in the soil. Fears of insects are alleviated as the sensitive childminder makes activities enjoyable and encourages children to learn about them. Children learn about plants that are safe to touch and eat and those that are not. This helps to keep them safe. Children fully engage with the curriculum and make good progress.

p.2

The provision is good

Children behave well; expectations for behaviour are high. Children share, take turns, help each other and use good manners. Children learn from the childminder, who role models consistently good and caring behaviour. This helps children to form friendships.

p.2

need to do better?

n Parent partnership is strong. Parents value the activities their children do. They receive information about how their children are developing and ideas of how to support learning at home, for example activities to support language. This gives consistency between the home and setting and helps children to make progress in their learning. n The childminder gets to know children well. She plans and implements a curriculum that builds on what they already know and can do. The childminder has a good knowledge and understanding of the different ways that children learn. This helps children to make good progress and prepares them for the next stage in their learning. n Generally, communication and language are promoted well. Children ask questions, use describing words and speak confidently. Occasionally, when asking questions, the childminder does not give children enough time to think and she responds for them. This does not help children to develop their thinking

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need to do better?

skills even further. n The childminder encourages children to develop language around emotions. Children recall events they have enjoyed and tell each other what they like and dislike. This helps them regulate their behaviour, build caring friendships and

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need to do better?

29 June 2022 work together as a team. n The childminder supports children's dual languages. Children share words in their home language. Other children learn the words and are excited to use them. This helps children understand differences and diversity. Children feel positive sharing their language skills and this builds confidence. n Children's independence and self-help skills are supported. Children learn to put on shoes and coats, and how to work zips. This helps them as they transition to school or nursery. n The childminder teaches the children about healthy foods. Children help to prepare snacks and meals and talk about the food giving them energy. They are developing good eating habits which keep them healthy. n The childminder works hard to continue her professional development and accesses training on a regular basis. She implements her learning into the routine. For example, a recent course looked at developing children's descriptive

p.2

need to do better?

language. Children now focus on descriptive words. The childminder's training improves the quality of education for children. n Children benefit from many trips out, to the library, parks and local museums. They learn about road safety, using trams and how to behave in society. They are developing good safety skills and independence. n The childminder's self-evaluation is good. She has recognised mathematics as an area for development and is providing children with targeted activities to support this. For example, children look at the different lengths of wooden track and how they connect together. Children are developing skills in mathematics.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role and responsibilities to protect children from harm. She accesses safeguarding training and has knowledge of the signs and symptoms of abuse and what she will do if she has a concern about a child's welfare. The childminder makes sure the setting is secure and safe, both indoors and out, and children cannot leave the premises unsupervised. The childminder considers risks and safety on outings.

p.3

should:

n provide children with time to answer the questions they are asked to promote their thinking skills further.

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Setting details

Unique reference number 2534767 Local authority Manchester Inspection number 10215172 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Fallowfield, Manchester. She provides care all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded education for 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 provider and has taken that into account in their evaluation of the childminder. n The inspector observed an activity and evaluated this with the childminder. n The childminder and the inspector had a learning walk and discussed the intentions for children's learning. n The inspector observed and spoke to children, indoors and outdoors, paying attention to how effective the curriculum is for children's learning. n The inspector observed interactions between the childminder and children. n The childminder and the inspector discussed the implementation of the curriculum and the impact this has on children's learning. n Parents shared their views of the setting with the inspector. n The inspector viewed some documentation.

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Inspection activities

29 June 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

29 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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