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 and her assistant create a calm and nurturing environment where children feel safe and secure. They develop positive relationships with children and support their emotional development well. The childminder introduces new visitors to the children and provides the children with reassurance when they become upset. This helps the children to feel safe and at ease to explore the activities with confidence.

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The provision is good

The childminder has high expectations of children's behaviour. She skilfully reinforces her expectations. For example, when children leave the room to go to the toilet without seeking permission, she gently reminds them of the rule to ask an adult before going to the toilet. Children beam with pride when they receive positive praise from the childminder and her assistant. This helps build children's self-esteem and confidence well.

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The provision is good

The childminder and her assistant teach children to become independent. Older children use the toilet independently and manage their self-care well. Younger children are supported to develop their independence. For example, the childminder and her assistant model to babies how to hold different toys and explore a range of resources independently. Children learn to understand and develop respect for the beliefs of others. The childminder and her assistant teach children about different cultures and festivals.

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need to do better?

n The childminder and her assistant know the children well. They plan stimulating activities by considering the children's individual likes and dislikes. All children benefit from the consistent high expectations the childminder and her assistant have of children's behaviour and learning. They encourage children to follow the daily routines and provide appropriate support specific to children's individual needs. This helps children to behave well and to remain focused and engaged. n The childminder's assistant models new skills to children and shows them how to use different toys to support their hand-eye coordination and overall physical development. For example, she shows babies how to use a rattle. She then steps back and allows the babies to have a go and play with the rattle on their own. She then intervenes and provides further assistance to support them to use the rattle correctly. This supports children to develop their independence and

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need to do better?

physical development well. n Parents compliment the childminder and her assistant on the service they provide. They speak highly of the varied experiences and activities the childminder and her assistant offer, which support their children to develop well. Parents value the regular updates they receive about their children's progress

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need to do better?

2 May 2024 and benefit from learning about the strategies they can use to further support children's learning at home. n The childminder and her assistant demonstrate a good understanding of the importance of working in partnership with other professionals in health and education who are involved with the children in their care. This enables them to establish a consistent approach to support children's learning. n The childminder and her assistant support children and babies to develop their language and communication skills well. For example, they take turns to communicate with babies when they babble. In addition, they name objects that the babies play with, such as a book and a rattle. The childminder and her assistant introduce older children to a wide range of vocabulary. They read to children and encourage them to retell the story. Children are encouraged to dress up as the characters from the story and use language from the book

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need to do better?

during their role-play activity. n Overall, the childminder and her assistant support children's early reading skills well. For example, children are encouraged to explore books and begin to recognise different letters and the sounds they make. However, at times, there is inconsistency in how the childminder and her assistant teach the sounds of different letters of the alphabet. n The childminder and her assistant ensure that they keep their knowledge up to date by completing training regularly. They visit other early years settings and meet with other childminders to share ideas and good practice frequently. This supports them to evaluate and enhance their provision to improve outcomes for the children and babies in their care.

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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 improve knowledge and understanding of how to support children's early reading skills further, with particular regard to teaching letters and sounds.

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Setting details

Unique reference number EY491976 Local authority Bexley Inspection number 10335561 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 2 Date of previous inspection 20 June 2018

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Information about this early years setting

The childminder registered in 2015. She lives in Abbey Wood, in the London Borough of Bexley. The childminder provides care from 7am until 7pm, Monday to Friday, all year round. The childminder and her assistant both hold relevant early years qualifications at level 4 and 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 the setting. n The childminder conducted a learning walk with the inspector and explained what she wants the children to learn. n The inspector and the childminder evaluated a teaching activity together to review the quality of education. n Parents and the childminder's assistant provided feedback about their experiences of the setting, and the inspector engaged with children at appropriate times. n The inspector viewed a range of the childminder's documents, including evidence of her paediatric first-aid qualification.

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Inspection activities

2 May 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

2 May 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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