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 a safe, home-from-home environment in which children thrive. She gets to know children well and forms strong, trusting bonds with them. This helps to promote children's confidence and emotional well-being. Children have lovely friendships with each other. They eagerly anticipate their friend's arrival and greet them with a welcoming hug. The childminder implements clear rules and boundaries, such as helping to tidy up before getting more toys out. She is a good role model, teaching children about good manners, sharing and 'gentle hands', encouraging them to follow her lead. Children behave very well and are learning about what is expected of them.

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The provision is good

The childminder's curriculum for communication and language development helps children to make good progress. She talks to children a lot about what she is doing, to help expose them to a broad range of vocabulary. The childminder introduces children to description words, such as 'big' and 'long'. Children then use these words in their independent play to describe the resources they are using. At snack time, children use their increasing language to make requests about what they want to eat and share their preferences. They are becoming confident, articulate communicators for their young age.

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need to do better?

n The childminder has a clear understanding of what she wants children to learn. She plans and implements a broad and interesting curriculum based on children's interests and next steps in learning. However, she does not consistently implement children's next steps into free-play activities. This means not all learning experiences focus on what children need to learn next. n Children's development is monitored meticulously. The childminder observes and assesses children to swiftly identify and address any gaps in learning. She implements targeted support, when necessary, to help children make good progress from their individual starting points. All children are well prepared for the next stage in their learning. n Children demonstrate a positive attitude to learning new skills. They show determination and perseverance when learning to use the knife to cut up fruit. The childminder provides good modelling and reassurance to help boost

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need to do better?

children's confidence and self-esteem. Children are becoming motivated and eager learners. n Children engage well in the sensory experience of playing in sand. They use a range of tools to practise scooping and filling the containers, showing good control and hand-to-eye coordination. The childminder encourages children to explore further, using dinosaurs to make prints in the sand. She introduces words, such as 'full' and 'empty', to help develop children's knowledge of

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need to do better?

5 February 2024 mathematical language. n The childminder provides lots of opportunities for children to learn about leading a healthy lifestyle. She provides healthy meals and daily exercise. The childminder takes children on trips to the dentist to help them gain an understanding of oral health. She implements robust hygiene routines and talks to children about why these are important. This contributes to children's overall good health and well-being. n Children use the outdoor climbing equipment with confidence. They hold their arms out wide as they walk along the beam, remembering what they learned about how to balance. The childminder provides opportunities for children to use tweezers and chalks to strengthen their small finger muscles and prepare them for early writing. Children are developing good all round physical skills. n Partnership working with parents is effective. The childminder gets information

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need to do better?

from parents about children's interests, routines and development when they first start. This helps her to identify children's starting points. Parents receive updates about children's assessments and next steps routinely. The childminder offers ideas of how learning can be extended at home. This provides continuity in children's care and learning. n The childminder is passionate about her role. She places high priority on professional development and is very reflective. The childminder identifies training and webinars based on the needs of the children she is caring for. She accurately identifies gaps in her own practice and seeks to improve her skills and knowledge further. This helps to ensure that children receive a good quality of care and education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n implement children's next steps more consistently during free-play activities.

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Setting details

Unique reference number EY500518 Local authority Manchester Inspection number 10317185 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 6 Number of children on roll 10 Date of previous inspection 25 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in the Wythenshawe area of Manchester. The childminder operates Monday to Friday from 7am to 5pm, all year round with the exception of bank holidays and family holidays. The childminder provides funded early education for two-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 their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children.

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Inspection activities

5 February 2024 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

5 February 2024 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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