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 have a positive start to their education with the childminder. They benefit from warm and caring interactions with adults. Children form strong bonds with the childminder, her assistant and her co-minder and feel happy and safe. They seek comfort from adults, enjoying cuddles, are eager to involve adults in their play and readily talk about their day and home life.

p.2

The provision is good

Children behave well. They listen to adults and follow instructions. Children are polite and use good manners which are modelled by the childminder. Songs are used as a tool to help children to understand routines. For example, children know it is time for snack when they sing 'snack is coming'. They remember the rules and show a good understanding of what is expected of them.

p.2

The provision is good

Children play happily alongside one another and make friends. Older children show care and concern for babies. Children explore the resources on offer and are encouraged to make their own choices. For example, when toddlers' clothes are changed after water play, they choose which outfit they would like to put on. The childminder sets high expectations of children's learning. She challenges children to copy her as she taps out a rhythm on the table. Children listen intently and repeat the rhythm. Their knowledge and skills develop over time. Children have opportunities to explore outside of the setting. For example, they take trips to explore nature locally where they feed the ducks.

p.2

need to do better?

n The childminder comprehensively tracks children's learning. A team approach with her assistant and co-minder means that the childminder knows exactly where children are up to in their learning. Teaching is of a high quality which helps children to make good progress. n The childminder extends children's learning as they play. For example, the childminder teaches children about different body parts. They discuss the different senses and what they are used for. This helps children to gain a positive understanding of themselves. n Maths is embedded throughout the day. Numbers are used regularly in play. Adults encourage children to count and use mathematical language such as 'full' and 'empty'. Children gain a good understanding of early mathematical concepts. n Communication is supported well. The childminder regularly narrates what she is doing. This helps younger children to hear a wide variety of vocabulary. Adults

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need to do better?

repeat key words such as 'splash' during water play, which children copy. As children grow, they develop confidence in their communication skills, using language as a powerful tool to communicate with others.

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need to do better?

14 July 2022 n Children have positive attitudes to learning. They are eager to explore the activities on offer. For example, in water play children explore using their senses. They smell flowers and listen to the sound of water as they pour it. Children become highly engaged in their learning and focus for extended periods of time. n Children are encouraged to wash their hands independently. The childminder holds babies so that even the smallest members of the group learn to wash their own hands. This promotes children's independence and self-care skills. n Adults observe one another's practice to identify any strengths and areas for development. They undertake all statutory training. However, additional training is not consistently highly focused on continually improving experiences for children. n Parents are very happy with the care provided. They praise the communication they receive. For example, the childminder sends home a teddy to share

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need to do better?

adventures with children at home. This supports positive partnerships with parents, helping parents to feel involved in their children's learning. n Children learn about others who are different to themselves and celebrations from a variety of cultures. For example, children learn about Eid and Diwali. At Chinese New Year children try Chinese foods and watch videos about how others celebrate. This helps children to develop a positive attitude to others as they learn to respect their similarities and differences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge of signs of abuse. She knows how to report any concerns that she has. The childminder provides a safe space for children to sleep. She uses a monitor and checks them frequently to help ensure their safety. The childminder teaches children how to be safe when they are out and about. Children learn about road safety and wear high visibility jackets. The childminder regularly risk assesses the environment to help her provide a safe space for children to play and learn. She understand the importance of ensuring children are well hydrated in the sun and of regularly reapplying sun cream in very hot weather.

p.3

should:

n strengthen the training that adults undertake to ensure practice is always improving.

p.3

Setting details

Unique reference number 2637965 Local authority Manchester Inspection number 10232967 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 15 Number of children on roll 16 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered 2021 lives in the Gorton area of Manchester. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays and a week at Christmas. The childminder holds an appropriate early years qualification at level 3.

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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 provision. n The childminder and inspector completed a learning walk together and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views with the inspector. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 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

14 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

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

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