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 happy and safe at this warm and friendly setting. Due to the COVID- 19 pandemic, parents do not enter the setting, and this does not faze children. They show that they are confident and settled in the childminder's care. The childminder prioritises getting to know children well and builds nurturing bonds to support their emotional well-being. For example, the children snuggle close to her during story time. The childminder recognises when children are tired. She cuddles them and gently rocks children to sleep.

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The provision is good

Children show positive attitudes towards their learning. They are eager to explore the environment and the activities on offer. For example, children babble with delight while exploring the sounds that different musical instruments can make. They bang the drum and use sticks on the xylophone. Children choose where they want to play and are keen to find out how cause-and-effect toys work. When children pick up wooden cars and turn the wheels using their fingers, the childminder shows them how to push the cars along the carpet. This helps children to develop their small-muscle skills and their hand-to-eye coordination. Outdoors, children show increasing large-muscle development and spatial awareness while they practise to walk and to run.

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need to do better?

n The childminder has a vision to 'offer good quality care' and to help children to prepare for their next stage in education. She reflects on the ways to further improve her setting and seeks the views of parents to inform this. The childminder ensures that she keeps mandatory training up to date. That said, she identifies that her current programme of training can be strengthened to continue to build her knowledge and skills further. n The childminder provides children with a curriculum that follows their interests and builds on what children already know and can do. For example, children who are keen to explore the feel of different textures are given the opportunity to do so. However, the childminder does not always pitch activities at the correct level, such as when modelling counting, which is too advanced for younger children. The childminder does not always adapt her practice to aid children's

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need to do better?

learning. For example, younger children lose interest in developing mark-making skills because they find it too difficult to hold pencil crayons. n The childminder prioritises children's communication and language. She provides children with books throughout the day and helps to foster their love of reading. The childminder sings to children and introduces them to new words, such as 'fluffy, soft' and 'scratchy'. She uses key words in children's home languages. This helps children who speak English as an additional language to feel valued and supports them in developing a good grasp of English.

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need to do better?

27 September 2022 n Children show good behaviour and demonstrate curiosity towards others. For example, they were confident in approaching the inspector and showed an interest in him. The childminder has high expectations for children's behaviour and children respond positively to her instructions. n The childminder teaches children about the world around them. For example, they learn about different festivals and some of the ways that they are unique. Children have many opportunities to visit the local park. The childminder takes them to play centres to provide further opportunities to play alongside other children. n Care practices are good. The childminder provides children with healthy foods and encourages them to try foods that they do not normally eat. She follows stringent hygiene practices to promote children's good health. Children have opportunities for physically active play each day. n Partnership working is effective. The childminder understands the importance of

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need to do better?

working with external professionals to help support children's care and learning. Parents describe the childminder as 'lovely' and say that their children have a 'good bond' with her. They comment on their children's progress, saying that they are happier and have developed in their social skills. Parents appreciate the communication about their children's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder follows robust procedures to ensure that all adults living in the premises are suitable to be around children. She knows the steps to take in the event of an allegation against herself or a household member. The childminder checks that the premises are safe and secure. She completes training in safeguarding and paediatric first aid, and keeps this knowledge current. The childminder knows the signs and symptoms which may suggest children are at risk of harm. She knows the procedures to follow if children's welfare was a concern. The childminder understands safeguarding issues, including female genital mutilation and witchcraft.

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should:

n strengthen the programme of training, to continue to build the childminder's knowledge and skills n sharpen the curriculum and adapt practice to pitch activities at the correct level.

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Setting details

Unique reference number 2577322 Local authority Manchester Inspection number 10249087 Type of provision Childminder

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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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Manchester. She operates Monday to Friday, all year round, except for family holidays. Sessions are from 8am to 6pm. The childminder provides funded early education for two-, three- and four-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 childminder and has taken that into account in his evaluation of the setting. n The childminder and the inspector completed a learning walk and tour of the premises. n The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact this had on children's learning. n The inspector spoke with the childminder, parents and children. n An observation of an activity was carried out, and the inspector and the childminder discussed this afterwards. n Relevant documentation was reviewed by the inspector, including evidence of the childminder's training.

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Inspection activities

27 September 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

27 September 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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