Antrobus, Janet

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The childminder works as part of a well-established team, working alongside two other qualified childminders or an assistant. Children are happy here and enjoy coming to this safe and caring environment. The childminder knows her key children well and builds on what they already know and can do. Children enjoy a broad range of interesting activities that are tailored to meet their individual needs. This very experienced childminder responds in the moment to children's individual learning preferences. This means young children can pursue their own interests in an unhurried manner. For example, during a planned sensory play activity, a very young child becomes totally absorbed in their quest to feed pieces of straw through a small hole. Their perseverance is rewarded and they are clearly proud of their achievement. Older children play with imagination, hiding animals in the straw and staging a rescue effort. They talk happily with the childminder, who skilfully

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The provision is good

supports an ongoing dialogue. Children giggle and become increasingly expressive as they make links and recall their own experiences. The childminder listens with genuine interest and it is clear from the expressions on children's faces that they feel valued.

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The provision is good

Children are well prepared for the next stage in their learning. The childminder is a positive role model. Children become curious and inquisitive learners who are keen to know more. They develop the confidence to try new things and learn the importance of listening and socially acceptable behaviour.

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need to do better?

n Since her previous inspection, the childminder has accessed training and welcomed support from her local authority adviser. She has made improvements to the indoor play space. This means children have the space they need to make choices and develop their own play ideas. It also means adults working with children are able to provide directed, one-to one support to further improve learning outcomes. n The childminder creates an environment that supports the intent of her ambitious curriculum. She works collectively with the other adults caring for children to plan and deliver a well-sequenced educational programme. The childminder considers what children know and can do and effectively uses their interests to plan fun activities that they enjoy. This supports children to make good progress. n Training has resulted in an improved educational programme for communication and language. The childminder uses her increased knowledge to support the

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need to do better?

acquisition of language well. She uses descriptive language and introduces new words to extend children's vocabulary. n Children are developing a love of books. They enjoy independently selecting

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need to do better?

2 October 2023 books to look at and listen with interest to short stories. Children excitedly anticipate rhyme time. Older children confidently recite familiar rhymes alongside much younger children who copy actions and move to the rhythm of the musical instruments. n The provision for physical development is strong. Mindful of the developmental stages required, the childminder provides young children with many opportunities to develop their core strength. Older babies 'cruise' along furniture until they gain the confidence to take those first steps. Older children are supported to climb, reach and throw balls to help build their upper body strength. n The childminder provides valuable opportunities for children to learn about themselves and the lives of others. Real experiences, as children see and meet people in the local community, are supported by positive discussions. This strengthens children's awareness of others in society and helps to prepare

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need to do better?

children for life in modern Britain. n Children respond positively to the childminder's encouragement and praise. Children behave well. They are familiar with the routines of the day. They happily participate at tidy-up time and enjoy sitting at the table with their friends to eat their meal. Children display high levels of independence, removing their own coats and using cutlery with increasing skill. n Partnerships with parents have, in many cases, evolved over a number of years as parents return with the siblings of older children. Parents are complimentary about the quality of care and education their children receive. They feel well informed about the range of activities provided and the progress children are making. However, parents are less well informed about ways they can guide their children's learning at home. n Mutually respectful professional relationships form the basis of this effective

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need to do better?

team. All mandatory training, including paediatric first aid, is completed. As a team, they meet regularly to share ideas, reflect on their practice and provide peer support. However, despite establishing supervision arrangements for her assistant, these are not consistently maintained. This makes it difficult for the childminder to provide the most effective coaching and support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of what would constitute a safeguarding concern. If she has any concerns about a child's welfare, she is able to implement appropriate procedures without delay. Effective risk assessments help to keep children safe both within her home and while on outings. Well-timed explanations are used to increase children's awareness of possible risk, expected behaviour and how they can keep themselves safe, for instance on outings and prior to completing the school run.

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should:

n enhance partnership working, to support parents in guiding their child's development at home n review the current arrangements for the supervision of assistants, to ensure they are provided with regular support and opportunities for confidential discussion.

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Setting details

Unique reference number 500236 Local authority Manchester Inspection number 10307653 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 13 Date of previous inspection 4 October 2022

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Information about this early years setting

The childminder registered in 1991. She works from her own home in the Burnage area of Manchester. The childminder works with two other registered childminders or an assistant. She operates all year round, from 7.30am until 6pm, Monday to Friday, except for one week in the summer and one week at Christmas. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder 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 it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including how the curriculum is planned and implemented. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector looked at a sample of relevant documentation. n The inspector took account of the views of parents.

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Inspection activities

2 October 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

2 October 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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