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 settle well and form close relationships with the childminder, who is warm and caring towards them. She provides a friendly and welcoming environment, which helps children to leave their parents and settle quickly in her care. The childminder knows the children well and has high expectations for their behaviour and conduct. Children learn to follow instructions, share resources and take their turn. They are encouraged to say 'please' and 'thank you'. Good behaviour is recognised and praised.

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The provision is good

Children are encouraged to make choices, and the childminder supports them to be confident. They play alongside the childminder, who is a good role model and supports their learning. Children benefit from daily outings in the local community. They attend toddler groups and visit nearby parks. They regularly visit a farm where they learn about nature and experience animals being born. These experiences help children understand their community. They also help them improve social skills in a larger group.

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The provision is good

Children's language, communication and vocabulary are particularly well promoted. The childminder encourages children to take part in lots of discussions, story times and singing activities. Young children smile with delight when they hear familiar songs and rhymes. For example, they sing about a boa constrictor snake, using puppets and actions.

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need to do better?

n Overall, the childminder supports children's learning well. She gathers information about what children already know and can do and uses this to guide the planning of her curriculum. However, planning is not always well informed from what each child needs to learn next. As a result, activities and experiences for children do not always help them make the most progress. n The childminder promotes communication and language very well. She provides a language-rich environment for children to learn in. Children learn new words as they play. The childminder models language and repeats words back to children. She uses lots of eye contact and crouches down to the children's level. This helps children feel safe, secure and valued. It also helps build their language skills. n Children access a broad curriculum and enjoy a wide range of experiences. This includes planned activities and self-chosen play where children learn through

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need to do better?

different topics and themes, helping to capture their imagination and interests. However, the curriculum for mathematics is not well planned and delivered. Children are not always supported to learn mathematical concepts and build a strong foundation in number.

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need to do better?

15 May 2024 n Culture and diversity are promoted in the setting. Children learn about similarities and differences through a range of activities, for example, food tasting, crafts and visiting the local community centre. They discuss and explore different religious festivals. This helps to ensure that children learn to understand the people in their families, community and the world. n Children's good health is promoted well. The childminder provides home-cooked meals that are healthy and nutritious. Children grow their own fruits and vegetables in the garden and enjoy them for their snacks. They are familiar with the routine of washing their hands before mealtimes. Children sit together at the table to eat and are encouraged from a young age to feed themselves. Children are developing an awareness of healthy lifestyles. n The childminder has a good understanding of how to support children with special educational needs and/or disabilities. She understands the importance of

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need to do better?

supporting parents and working with other professionals. This ensures that children have the best start in their early education. n Parents are positive about the childminder and their children's experiences in the setting. They share information about their children with the childminder to enable her to provide an effective care and learning package. The childminder shares information with parents about children's progress and how best to support them at home. The childminder ensures that parents know their opinions matter. They encourage feedback through conversations and termly home visits. Strong partnership working with parents promotes continuity of care and learning for children.

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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 strengthen the curriculum for mathematics to provide a consistent range of experiences for children to promote their skills and knowledge in mathematical concepts n focus planning more precisely on the sequence of learning so that children can make the best possible progress.

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Setting details

Unique reference number EY500799 Local authority Manchester Inspection number 10335227 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 3 Number of children on roll 2 Date of previous inspection 7 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Chorlton, Manchester. She operates for 46 weeks a year, from 8am to 6pm, Monday to Wednesday. The childminder follows the Montessori educational philosophy.

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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 provider. n The inspector talked to the childminder about how she organises the curriculum. n The inspector observed the childminder's quality of teaching and both jointly evaluated the effectiveness of the childminder's interactions with children. n The inspector spoke to children and viewed their activities. n The inspector sampled documentation.

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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

15 May 2024 15 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

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

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