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 enter the childminder's home excited and ready for learning. Their interests and happiness are at the heart of everything the childminder provides. Children develop close relationships with the childminder and animatedly talk about the activities they have planned that week. They explore the outdoor environment and choose from a broad range of resources. For example, children play and make pretend ice creams using a wide range of different resources. They discuss colours and flavours with each other as they play. The childminder's environment is carefully considered.

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The provision is good

Children are extremely independent and are keen to try things for themselves. For example, they work together to use the water pump at the outside tap and wash their hands without support. Children excitedly make their own dough. They are given opportunities to make choices about the scents and colours they would like to include in the mixture.

p.2

The provision is good

Children behave well and are familiar with the routines of the day. They know what is expected of them. The childminder encourages and supports children to understand the importance of following simple rules, such as sitting at mealtimes, listening to each other and taking turns.

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need to do better?

n The childminder's high-quality interactions help to develop children's vocabulary and confidence in speaking. She holds conversations with children, repeating key words and asking questions. For example, children discuss making bunk beds. The childminder talks to them and encourages them to share thier thoughts and ideas. As a result, children are confident to engage in conversations and use a wide range of vocabulary. n Children show that they eager to learn and are independent. The childminder encourages children to learn how to do things for themselves and to make choices. For example, children are assisted to follow a recipe using pictures when making dough. The childminder encourages them to solve problems as they arise by asking 'Do you need to add more water or flour?' As a result, children are keen to test their ideas and learn about what works and does not work. n The childminder provides opportunities for children they may not experience

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need to do better?

elsewhere. She regularly takes children on outings in the local community. Children enjoy going to the park, travelling on trams and visiting play sessions at local children's centres. The childminder encourages children to recall how they have been practising handstands and 'roly-polys' at the local park and celebrates their achievements.

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need to do better?

8 August 2022 n Relationships with parents are good. Parents comment the setting is 'highly recommended locally'. The childminder communicates with parents regularly about all aspects of their child's development and care. She provides ideas to support children to make progress in their learning at home. n The childminder understands how to promote children's positive behaviour and regularly praises them for their efforts and achievements. She supports children to take turns when they play. For instance, children wait patiently for their turn to add scent to the dough they are making. n The childminder has good links with the local authority and other early years professionals. Furthermore, she completes online training. However, she does not always precisely evaluate and target what she needs to do next in order to develop her skills and knowledge even further. n The childminder assesses children's progress. She uses this information to help

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need to do better?

her to identify children's specific learning needs. Effective support is put in place for children, including those in receipt of additional funding. The childminder shares the progress that children make with thier parents and celebrates achievements. n Children have opportunities for choice in their play. The childminder gathers the views of children to understand what they like and do not like. Children are encouraged to talk about what changes they would like to see. As a result, children feel valued and listened to and can confidently share their thoughts.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities to ensure that children are safe. She completes regular training to keep her knowledge of child protection up to date. The childminder has a good understanding of safeguarding issues. She understands how to report any concerns she has about children's welfare. She knows the safeguarding procedures to follow, including whistle-blowing procedures. The childminder understands her duty to refer any concerns to the appropriate professionals. The childminder provides a safe environment for children. She conducts regular checks to ensure that her home is safe and free from hazards.

p.3

should:

n enhance self-evaluation procedures in order to precisely identify areas of practice that can be developed even further.

p.3

Setting details

Unique reference number EY558426 Local authority Manchester Inspection number 10190372 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 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Manchester. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder showed the inspector the premises and discussed how they ensure 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 to/communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children.

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Inspection activities

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

8 August 2022 8 August 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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