Ahmed, Khadija

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 enter the setting happily and receive cuddles from the loving childminder. They are regularly told how special they are, and they beam with delight as the childminder reminds them of this as they look in the mirror. Children snuggle in with the childminder as she reads to them. They join in with the words in the story and shout 'again' when it is finished. Children feel safe and secure in the childminder's care.

p.2

The provision is good

Children explore a range of exciting activities which are linked to their interests. Those who like numbers scream with excitement as they find some at the park. Children use their physical skills to peel their own oranges at snack time and to hang up their own coats as they arrive. Children brush their teeth and smile at their friends to show them that they are clean. Children are confident and make good progress in their learning.

p.2

The provision is good

Children are regularly consulted. They help to write the shopping list each week and try the new foods that they have chosen. They say 'mmmm' as the healthy lunch arrives and use their manners. Children are respectful to the childminder and each other.

p.2

need to do better?

n The childminder has a good understanding of child development. She observes the children and identifies any areas in their learning that they may need extra help with. The childminder has good links with other agencies and makes appropriate referrals to seek support from other professionals when required. n Overall, the childminder supports children's emotions. She talks to the children about the meaning of sharing and gives them time to come up with their own solutions. However, on occasions, when she gives instructions, she does not support children who struggle to follow these expectations. For example, some children eagerly tidy away resources before the childminder takes them to the park. However, other children wander off and are not encouraged to join in. This does not support children's understanding of what is expected of them. n Children learn how to keep their bodies healthy. The childminder ensures that

p.2

need to do better?

the children have regular opportunities to walk to the local park, where they run and swing on the equipment. The childminder provides an extremely healthy lunch and talks to the children about the importance of eating vegetables. Children's physical health is promoted well. n The childminder works closely with her sister, who is also a registered childminder. They observe each other and share ideas to improve practice. The childminder attends regular training to improve her knowledge. However, this professional development does not focus on raising teaching to the highest level.

p.2

need to do better?

1 July 2022 The childminder regularly gathers children's interests and ensures that they have access to a wide range of opportunities to explore these interests. However, she does not consider how these interests can be used to build on children's knowledge. n The childminder uses opportunities throughout the day to support children's mathematical understanding. She encourages the children to count how many children have arrived, and children talk about how many children are missing that day. Children confidently name numbers as they see them in the environment. Children's early mathematical skills are supported well. n Partnerships with parents are strong. The childminder sends regular updates regarding their children's learning. Parents say that their children have become more independent and are using more words since they have started to attend the setting. They describe the childminder as 'bubbly' and 'friendly'. Parents say

p.2

need to do better?

that their children are making good progress with their learning. n Children's communication and language skills are promoted well. The childminder models lots of spontaneous singing throughout the day. Children attend nursery rhyme sessions at the local library. They remember their favourite songs and join in with phrases from familiar stories.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role and responsibilities to safeguard children. She knows the correct procedures to follow should she have concerns about a child's welfare. The childminder has a thorough understanding of the procedures to follow if she has concerns about the behaviour of any adult who works with children. She attends regular safeguarding training to ensure that her knowledge remains current. The childminder ensures that the areas children access are safe and secure by regularly checking these areas for possible hazards. Children are taught how to keep themselves safe when on outings by holding onto the pushchair when they are near to the road.

p.3

should:

n support children's understanding of the expectations by helping them to join in with daily routines n strengthen the systems for professional development to raise the quality of teaching to the highest level.

p.3

Setting details

Unique reference number EY562338 Local authority Manchester Inspection number 10191022 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 2 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.

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 showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of a group 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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