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 welcomes children to her family-oriented setting where they develop a strong sense of belonging. She successfully delivers her vision of creating a happy, nurturing environment where parents and children feel her home is an extension of their own family.

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The provision is good

The learning environment is welcoming and inviting. Children settle down to play quickly when they spot their favourite activities on offer. The childminder offers a range of stimulating resources that capture children's interests. For example, children play imaginatively with small-world equipment, such as castles and princesses. The childminder extends children's thinking by introducing some mathematical concepts into the play. She talks about size, position and counting in a fun and engaging way. Children use tweezers to pick up small toys and sort them according to their colour. This develops the strength in their hands and fingers and helps to prepare them to be confident writers in the next stage of their education.

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The provision is good

Children behave well. They are happy and relaxed. The childminder understands how to support children to regulate their emotions. She gives children lots of positive praise and uses distraction techniques and a calm approach to talk to them about their feelings. Children respond positively to instructions and demonstrate that they feel safe and secure in the comfort of the familiar daily routines.

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need to do better?

n The childminder knows what she wants children to learn and observes what children can do as they play. She is a sensitive practitioner. She understands the importance of standing back and observing children to gather more information about what they enjoy, know and can do. The childminder gives them time to play without intervening, building their creativity and concentration skills. This approach helps children to practise and embed their learning independently. n The childminder promotes language well. She reads lots of stories and shares her repertoire of songs daily with the children. She talks to them, introducing new language as they play. Children attend play sessions in the local community where they listen to stories read by different people. This helps them to fine tune their listening skills and develop their growing focus and attention in preparation for school. n Children's behaviour is good. The childminder plans a range of activities that

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need to do better?

help children to develop good concentration skills. Children stay on task for long periods and persist when activities are challenging for them. For example, they use different tools to make marks in flour. They copy the shapes made by the childminder, gradually creating more complex designs. This helps children to develop a strong hand grip for future writing and to have a positive attitude to

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need to do better?

1 August 2024 learning new skills. n Parents appreciate the childminder's kind, nurturing approach and her flexibility in meeting their childcare needs. The childminder works in close partnership with parents, offering advice and support on matters relating to sleep, weaning and behaviour. Some information is shared with parents regarding what their children have being doing and their care routines. However, the childminder does not share more detailed information with parents about their children's learning and development. As a result, parents are not as well supported to continue and extend their child's learning at home. n The childminder offers many learning opportunities beyond her home. For example, children go on daily outings into the local community. They attend several play sessions and visit physical play centres and the local park. Children learn to socialise with new people. They learn about road safety and managing

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need to do better?

risk when they navigate equipment in the park. These activities enrich the curriculum and build children's confidence and independence. n The childminder promotes children's health and well-being. For example, children are physically active every day. They eat nutritious snacks and meals prepared by the childminder, who goes the extra mile to ensure that she meets the special dietary requirements of children. She gives careful consideration to food preparation to avoid any risk of cross-contamination. This helps to promote the good health of all children. n The childminder has a secure awareness of her leadership roles and responsibilities. She maintains her commitment to completing statutory training. The childminder uses online training courses to support her knowledge of children's learning and development. She attends a local childminding network group, which helps her to stay abreast of recent changes. As a result, the

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need to do better?

childminder is up to date with any developments that may have an impact on her setting or the children in her 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 strengthen partnership working with parents that promotes a greater collaborative approach to children's learning and development.

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Setting details

Unique reference number EY356948 Local authority Manchester Inspection number 10350883 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 6 Date of previous inspection 10 September 2018

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Information about this early years setting

The childminder registered in 2007 and lives in the Withington area of Manchester. She operates all year round from 8am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 the organisation of the early years provision, including the aims and rationale for the early years curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector.

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Inspection activities

1 August 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

1 August 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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