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 gives careful consideration to how to organise her provision. She sets up purposeful learning experiences that capture children's interests and ignite their curiosity. Children are confident at initiating and leading their own play and learning. The childminder is always close by to support children in their play and encourages them to develop their independence skills. Children wash their own hands after coming in from playing outside. They demonstrate good listening skills and follow simple instructions well. The childminder teaches children how to be polite. They use their manners without prompting. Children behave well.

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The provision is good

The childminder plans her curriculum to help children experience the awe and wonder of the world around them. She plans different opportunities for children to visit the local and wider community. For example, they take regular trips to the park, library and play centres. Children also visit farms as part of the curriculum to support them to learn about animals. The childminder has good links with another local childminder. They meet up to give the children an opportunity to play with other children. This supports children's social skills. The childminder supports children to develop strong attachments with her. She is responsive to every child's needs and promotes their emotional well-being. The childminder supports children to develop their self-esteem. This enables children to express their wants and needs confidently, such as to play outside.

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need to do better?

n The childminder has a clear curriculum intent in place. She carries out assessments of children's learning and development. The childminder plans her curriculum intent to support children to make good progress. She engages in good-quality interactions with the children. She holds back-and-forth conversations with even the youngest of children during their play. The childminder models new language to the children and repeats key words to embed their communication and language development. n The childminder ensures that she plans learning experiences that meet the children's needs and promote their learning. Children are eager in their play and are developing a 'can-do' attitude. The childminder supports children as they play. However, on rare occasions, the implementation of the curriculum does not always support children to become deeply engaged in their play and to develop and sustain their concentration skills to fully enhance their learning. Therefore,

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need to do better?

at times, children move quickly from one area of the provision to another. n The childminder has high expectations for children's behaviour. Children have positive attitudes towards their play and learning. They are starting to learn how to share and take turns, although they do still require the childminder's intervention at times to support them. Children demonstrate that they are

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need to do better?

30 July 2024 learning how to self-regulate through the childminder's gentle encouragement. Where there are gaps in children's learning, the childminder uses assessments effectively to identify these and implements measures, such as tailored plans, to help bridge these gaps. n The childminder knows the children well. She takes time when children start at her setting to support their emotional well-being and meet their individual needs. This helps children to settle quickly. The childminder's care practices promote and support children's emotional security. She has effective measures to support children as they develop their self-care skills. This helps to build children's confidence. n The childminder provides children with healthy food choices throughout the day. Children have ample opportunity to move their bodies in a variety of different ways through their outdoor play. For example, younger children push toy prams

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need to do better?

around the garden, which supports their walking skills. Young children enjoy climbing up the steps of the slide. The childminder supports children to learn how to manage their own risks in a controlled environment. This supports children's physical development. n The childminder has established positive partnerships with parents and other professionals. She shares key information with parents, with particular regard for children's learning and development. This helps to ensure that there is continuity of learning between the home and the setting. The childminder has good links with the local authority quality assurance officer. This ensures that she keeps up to date with any changes and supports her to reflect on her setting and bring about positive change to improve the outcomes for children. n The childminder ensures that all her mandatory training is up to date. She is also dedicated to ensuring that she keeps her professional development focused on

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need to do better?

improving her practice. This supports her to improve her provision continuously and provide meaningful learning experiences for children that support them to initiate their own learning.

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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 sequence and implement the curriculum to help children develop and sustain their concentration skills and become more deeply engaged in their play and learning.

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Setting details

Unique reference number EY401952 Local authority Manchester Inspection number 10359227 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 3 Date of previous inspection 7 January 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Greater Manchester. She operates all year round, from 7.30am to 5.30pm, Tuesday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years 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 the setting. 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 and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 July 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

30 July 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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