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

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The provision is good

The childminder provides plenty of love and cuddles and children benefit from a welcoming and homely environment. Children are very happy and comfortable with the nurturing and caring childminder who is very passionate about her role. Children engage well with the childminder, laughing and having fun as she skilfully builds their confidence. Children form very strong attachments with the childminder which supports their emotional well-being extremely well. For example, children who come into the setting unsettled are immediately given hugs. This helps them feel safe and secure.

p.2

The provision is good

The curriculum is organised effectively to meet the children's needs. Children make choices from the good quality toys and resources that are easily accessible. This encourages their developing independence. Children's language and communication are of paramount importance in the setting. The childminder provides a language-rich environment where she sing songs and reads books to encourage new vocabulary.

p.2

The provision is good

Children behave well and show respect for the resources and the childminder. The childminder has clear boundaries and rules. For example, children listen carefully and follow the childminder's instructions. They enthusiastically help to tidy away toys and resources before moving on to the next activity.

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need to do better?

n The curriculum for physical development is ambitious. The childminder has an extensive variety of resources, including a ball pool and basketball net. Children visit the local park where they enjoy running, climbing and exploring the equipment. They also experience trips to the local play centres. This helps to build children's confidence, balance, and coordination, supporting their physical development. n The childminder has excellent partnerships with parents and other professionals. Parents speak very positively of the childminder and remark that, 'I enjoy our daily chats and my child has come on leaps and bounds'. The childminder works effectively with parents. She shares a range of ideas to help parents contribute to their child's learning at home. n The childminder's curriculum is based upon children's interests and her knowledge of what they need to learn next. She provides a range of interesting

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need to do better?

activities which stimulate and engage children well. For example, children delight in using a range of skills while making sensory bottles and bags. However, occasionally, the childminder offers her help too quickly and does not give children time to persevere in their efforts in order to fully explore and find their own way of doing things.

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need to do better?

27 March 2023 n The childminder provides a variety healthy and nutritional meals, such as homemade stew and vegetables for lunch. Care practices are good. The childminder provides younger children with lots of opportunities to wash their own hands and feed themselves. This encourages children to become increasingly independent. n Children enjoy sensory activities such as exploring the texture of shaving foam. They make marks and practise using a variety of tools in the shaving foam. Making marks in the foam successfully helps to develop children's hand muscles in preparation for early writing. n The childminder spends time getting to know children and their families. This helps her to form close bonds with them. She meets with parents and gathers a range of important information when children first start to attend. This helps her to settle children quickly. All children make good progress from the start.

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need to do better?

n The childminder has undertaken all mandatory training. For example, she attends safeguarding training and holds a paediatric first-aid qualification. However, the childminder does not yet precisely target further professional development opportunities to support her to raise the quality of her teaching to a higher level. n The childminder listens to children and takes close notice of their needs. She is especially attentive and makes sure that each child feels valued and respected. For example, she is mindful to give children who have just woken up from sleep lots of cuddles and time to settle before engaging in snack-time routines.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children's safety, welfare and well-being are at the heart of everything the childminder does. The childminder attends regular safeguarding training in order to keep her knowledge up to date. She is aware of potential risks to children's welfare. The childminder understands how to share information with the relevant agencies in order to ensure that children are protected. She is aware of the action to take in the event of an allegation being made against herself or a family member. The childminder completes daily risk assessments to help to ensure that her home remains a safe place in which children can play.

p.3

should:

n allow children sufficient time to explore and follow their own interests in order to advance their problem-solving skills n engage in professional development opportunities that raise the quality of teaching to a higher level.

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Setting details

Unique reference number EY384863 Local authority Manchester Inspection number 10280527 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 23 August 2017

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Abbey Hey, Manchester. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The setting provides funded early education for two-, three- and four year- old children.

p.4

Inspection activities

n This was the first routine inspection the childminder has 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 setting. n The childminder and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact on children's learning. n The inspector held discussions with the childminder, parents, and children at appropriate times during the inspection. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of members of the household and training. n A joint observation was conducted by the inspector and the childminder. n The inspector spoke with the childminder about the leadership and management

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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

27 March 2023 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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