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 Good

p.1

The provision is good

Children at this setting are happy, safe and settled. They demonstrate close bonds with the childminder, often taking her hand and leading her to their play. Children are welcoming and confident. For example, they invite visitors to join in their games and activities. Children show positive attitudes to learning. They engage in activities with real-life objects and recite words from a familiar story as the childminder reads with intonation.

p.2

The provision is good

Children confidently explore their environments. They show excitement as they enter the garden and investigate what is on offer. Children delight as they find a snail mixed in with the leaves they recently collected from their walk. The childminder uses this as an opportunity to extend their learning further as they discuss how the snail feels to touch. Many of the children's experiences are offered through their local community. For example, the children visit the library, donate their used resources to the local charity shop and attend groups in the community centre. This helps children to build confidence in social situations.

p.2

The provision is good

Provision for children with special educational needs and/or disabilities is strong. The childminder works with other professionals and families to give children the best possible opportunities.

p.2

need to do better?

n Communication and language is of high importance to the childminder. She regularly monitors children's progress in this area to identify any gaps in learning. Children access a wide range of books and display a love of singing. Opportunities such as these help children to become confident communicators. n The curriculum is built on children's interests and experiences. For example, children who are interested in animals engage well in an animal-matching board game. The childminder extends this further by talking about an experience when children visited the farm. This supports children to develop an understanding of the world around them. n Overall, the childminder promotes mathematical skills well. For example, children count the fruits in the basket as they engage in a story. However, opportunities for children to develop knowledge around shape and size are less well planned. n Children demonstrate good physical skills. They are confident to walk down the

p.2

need to do better?

steps to the childminder's garden. The childminder supports their skills further by providing daily yoga and regular trips to the local parks. In addition, children develop their physical skills through opportunities such as fastening their zip and pouring their own drink. Opportunities such as these contribute to children developing their confidence. n Parents comment they are happy and speak highly of the childminder. They say

p.2

need to do better?

12 October 2022 their children settle quickly in the childminder's care. They comment they feel 'reassured' and are supported to help their children achieve their developmental milestones. This contributes to children making good progress. n Overall, children behave well. They help each other with small tasks such as setting the table for lunch. They demonstrate good listening skills and follow instruction well. Furthermore, children show a good understanding of the daily routine and know what is coming next. The childminder offers praise and encouragement when children achieve their goals. This supports children to feel valued and respected. n The dedicated childminder values the importance of continuous professional development. She attends quality forum meetings and training on a regular basis. Additionally, the childminder uses self-evaluation to reflect on and make changes to her practice. She uses this information to support her curriculum

p.2

need to do better?

planning, to ensure that children make good progress. n Children are encouraged to look after their bodies. For example, they brush their teeth and wash their hands after they have handled animals. Furthermore, the childminder provides opportunities for children to solve problems. For example, children are encouraged to keep on trying when they do not match the buttons on their coat. This supports children's independence and self-care skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of safeguarding matters. She is alert to the signs and symptoms of abuse and knows the procedures to follow should she have concerns about a child's welfare. The childminder is also aware of how to respond to allegations. The childminder holds a paediatric first-aid qualification. This provides her with the knowledge and skills required to respond should a child have an accident. The childminder's home is safe and secure. She maintains its safety through regular risk assessments and keeping equipment in good order.

p.3

should:

n enhance opportunities for children to develop their mathematical skills, particularly about shape and size.

p.3

Setting details

Unique reference number EY478411 Local authority Manchester Inspection number 10236377 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 3 Date of previous inspection 15 December 2016

p.4

Information about this early years setting

The childminder was registered in 2014 and lives in Burnage, Manchester. She operates all year round, from 7.45am to 5.00pm, Tuesday, Wednesday and Thursday, except for bank holidays and family holidays. She offers funded early education for two-, three- and four-year-old children. The childminder holds a relevant childcare qualification at level 3.

p.4

Inspection activities

n This is 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 this into account in her evaluation of the setting. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of qualifications and the childminder's suitability to work with children. n The inspector took account of parents' views from their written feedback. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed interactions between the childminder and children. n The inspector and childminder completed a learning walk together to discuss the childminder's intentions for children's learning.

p.4

Inspection activities

12 October 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.

p.4

Inspection activities

12 October 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6