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

Children are happy and excited when the childminder greets them at the front door. They show that they feel secure in her care and welcome in her home. Children demonstrate an obvious sense of purpose as they discover new and familiar things in the playroom. They are enthusiastic explorers who regularly visit the book corner. The childminder is always on hand to read to children and tell them the words for pictures that they point to. This promotes children's early literacy and they continuously hear new vocabulary in meaningful contexts. This helps children of all ages to make very good progress towards learning to talk.

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The provision is good

During the COVID-19 pandemic, the childminder changed the routine for children arriving at her provision. Children part confidently from their parents and carers at the door. This promotes children's early self-reliance and they enter the playroom ready to listen and learn. The childminder also enhanced other ways of sharing information between herself and children's families. Parents are pleased that the childminder teaches them some of the songs that she sings with children. For example, the tidy-up song helps everyone to give children consistent messages about helpful behaviour.

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need to do better?

n Conversation is a key strength of the childminder's practice. She skilfully initiates to-and-fro exchanges with babies and toddlers. Her excellent knowledge of the children makes this even more effective. The childminder notices that children are beginning to use the word 'done' when they have had enough of something. She immediately shows that she is pleased with the children and understands what they mean. This helps children to learn that words are powerful. n The childminder frequently sings action rhymes with children. The rhymes help children to recognise the patterns of spoken English from an early age. Children watch and begin to copy when the childminder sings 'up' and points upwards, then sings 'nose' and places her finger on her nose. The children are excited about singing. This makes them receptive to the vocabulary they are learning. n Children's physical development is promoted effectively. Babies have time and

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need to do better?

space to practise standing and balancing, ready to walk. They seek out toys that the childminder places on a table top. Toddlers focus on using their hands and fingers. They concentrate hard as they operate the pull tabs in books and begin to turn screw-top lids. The childminder offers endless encouragement. Children develop large- and small-muscle skills as they grow. n The childminder helps children to understand the purposes of numbers and counting. Children watch and listen intently as she points in turn at pictures of fruit and says the numbers in order. Toddlers copy her 'counting behaviour'. They begin to use number words in their play.

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need to do better?

26 July 2023 n The childminder's consistent routines promote children's helpful behaviour. This is demonstrated well when the childminder suggests that it is time for snack. Toddlers quickly spot that the dining table has a noticeboard on it, exactly where the food should go. They go unprompted to remove the board. This shows that the childminder's curriculum promotes children's initiative and thinking. n The childminder sensitively involves children in decisions. When babies appear to be flagging, the childminder offers them a sleep. After a short lie down, babies opt not to sleep and the childminder welcomes them back to play. At snack time, the childminder respects children's choices about the food that they like. Children, therefore, begin to make well-considered decisions that promote their health and well-being. n The childminder often completes training that extends her professional knowledge. She is keen to develop her practice. However, there are occasions

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need to do better?

when the childminder does not apply knowledge to her practice effectively. This slows the rate of improvement in her teaching. n Parents say that the childminder helps them to continue children's learning at home. When children use the same word for every type of vehicle, the childminder tells parents about her strategy for subtly supplying the correct word. Children's confidence goes from strength to strength because the adults in their lives work in partnership.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of local safeguarding procedures updated. She knows what to do if she has concerns about children's welfare. She knows who to tell if an allegation is made about herself or a member of her household. The childminder takes sensible steps to keep children safe in her home. For example, she keeps the floor space clear enough for children to toddle around safely. The childminder acts on information from parents about children's diet and health. She keeps well-organised records and stores families' personal information safely.

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should:

n apply learning from training even more effectively, so that plans for improvement are sharply focused and lead to excellent outcomes for children.

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Setting details

Unique reference number EY494267 Local authority Manchester Inspection number 10285861 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 2 Date of previous inspection 20 October 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Manchester. Her provision operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is eligible to provide funded early education for two-, three- and four-year-old children. She holds a 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 her provision. n The childminder described her approach to planning the curriculum. The inspector and the childminder discussed and evaluated the implementation and impact of activities. n The inspector observed interactions between the childminder and the children. She spoke with, and listened to, children. n The inspector spoke with parents. She took account of their views. n Documents used in the childminder's provision were sampled by the inspector.

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Inspection activities

26 July 2023 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

26 July 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

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

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