Ahmed, Amina

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

p.1

The provision is good

Children have strong relationships with the childminder. They receive a warm welcome as they arrive and enter happily. Children have a sense of belonging as they find their own name or photo and hang up their things. Children are extremely happy as their friends wake up from a sleep. Strong bonds have been formed, and children are happy and settled in the care of the nurturing childminder.

p.2

The provision is good

Children explore the exciting environment that links to their interests. They are supported to become independent. The childminder encourages them to pour their own water. She reminds them to be 'slow and steady' as they attempt to do this. Children are confident in their own abilities.

p.2

The provision is good

Children are kind to their friends and take care of the resources. They know that pens need to have lids on so that they do not dry up. They tidy away resources when they have finished playing with them. Children can be heard saying 'please' and 'thank you' throughout the day. They know the expectations and follow these with confidence.

p.2

need to do better?

n The childminder provides many opportunities for children to develop positive attitudes about the differences between themselves and others. She knows the languages that children speak at home and uses a few key words from these throughout the day. The childminder ensures that the children have opportunities to meet lots of new people as they go on regular outings in the community. Children are developing an understanding of the world around them. n Children's personal, social and emotional development is supported well. As the childminder carries out personal care tasks, she ensures that children feel comfortable by singing to them. Children are provided with areas to rest throughout the day. They are emotionally secure in the childminder's care. n The childminder attends many training courses. She works closely with her sister, who is also a registered childminder, and uses her feedback to reflect on

p.2

need to do better?

her own practice. However, this professional development is not targeted enough to ensure that the quality of teaching is raised to the highest level. For example, as children need help to hold a pencil, they are provided with other objects to hold rather than focusing on the skills needed before they can achieve this skill. As the childminder reads stories, she does not allow time for children to think and respond to the questions she asks before asking more questions. n The childminder establishes positive relationships with parents. Parents describe the childminder as 'professional' and 'approachable'. They feel informed about their children's progress and have seen an improvement with the skills their

p.2

need to do better?

1 July 2022 children have developed since they have started attending. They value the regular outings that the childminder provides. Partnership working is effective. n Children recently visited the local dentist with the childminder. They learned about the importance of brushing their teeth and eating healthy foods. The childminder provides many healthy snacks and meals, and the children show delight as they find vegetables in their lunch. Children are learning how to keep their bodies healthy. n Opportunities to support children's mathematical development are provided regularly. The childminder encourages children to count throughout everyday routines. For example, as a child's sock comes off, she encourages the children to talk about how many socks we need and how many are missing. Children then independently count their fingers and toes. Children are being provided with many opportunities to support their understanding of numbers up to 10.

p.2

need to do better?

n Children benefit from a range of experiences to support their development. They use different-sized tubes and predict which cars will fit and shout 'too big' when one gets stuck. They giggle as one falls out of the end of the tube. However, at times, the routines can affect the children's engagement. For example, as children are engaged in activities, the childminder moves away to carry out other tasks. When she returns, children have moved on to other activities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly attends safeguarding training to ensure that her knowledge of child protection is current. She has a good understanding of the signs that may indicate a child is at risk of harm and the procedures to follow if she has a concern. The childminder has a firm knowledge of how to protect and recognise if children or families are being exposed to extreme views. Children learn how to keep themselves safe. For example, the childminder reminds the children to stop, look and listen before they cross the road when they go to the park.

p.3

should:

n build on opportunities for professional development to raise the quality of teaching to a higher level n strengthen the organisation of routines to ensure that they do not disrupt children's learning.

p.3

Setting details

Unique reference number EY560378 Local authority Manchester Inspection number 10190448 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Manchester. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except for family holidays. The childminder provides funded early education for three- and four-year-old children.

p.4

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 and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a planned activity with the childminder. n Parents shared their written views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

1 July 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

1 July 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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