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's home is bustling with activity, and children who attend are busy, happy and settled. The childminder creates a welcoming, friendly and homely atmosphere. Children are totally immersed in family life as they play with the childminder's own children. Older children and younger children mix together, developing their social skills, and friendships flourish. Children enjoy their time spent in the childminder's home, playing with friends and exploring fun activities.

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The provision is good

Children enjoy the freedom to play independently and develop imagination through their self-chosen games. For instance, children hunt for bugs in the garden. They locate ladybirds and talk in detail about how to care for and look after the insects. Children eagerly share their ideas about habitats and where insects live. Children demonstrate impressive language and vocabulary skills. They pretend to fly, imitating the ladybirds and practising their physical coordination as they manoeuvre around the garden at speed. Children show kindness and compassion as they carefully look after these insects and develop empathy for other living creatures. The childminder is a sound role model. She joins in this activity, extending ideas through her subtle suggestions. Spontaneous play, coupled with quality teaching, helps to ignite children's curiosity and thirst for learning. Children are encouraged and supported to take safe and supervised risks as they play. For example, children

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The provision is good

climb, stretch and reach on a climbing frame. They balance and carefully navigate themselves higher. The childminder remains nearby, reminding children to be careful, keeping them safe and supporting them when needed. The childminder has high expectations for children. She provides children with challenge during their play, and through encouragement helps children to develop resilience. All children are well supported and make good all-round progress.

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need to do better?

n The childminder updates her knowledge to strengthen her practice. She attends regular refresher training on key early years subjects to ensure her skills are up to date. She also attends training on new topics to improve her already-good knowledge further. For instance, the childminder has recently completed training on speech and language development, which has had a positive impact on her teaching in this area. n The childminder has a number of childminder friends. She meets with them regularly, sharing ideas and discussing best practice. This professional discussion helps the childminder to reflect on what she does well and where she may improve. n The childminder asks children what they like to do and what they enjoy. She uses this information to link children's activities and play to their interests. This helps to enthuse children in their learning.

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need to do better?

5 August 2024 n Children enjoy plenty of different games, and the programme of activities offered is varied. However, sometimes activities are rushed, and children's learning is interrupted as they are asked to move to another task before they have finished playing. This prevents children from achieving sustained focus and concentration. n All children's unique abilities are well understood. The childminder completes regular observations of children and knows what each child likes and can do. She makes good use of this knowledge to plan appropriate activities. However, occasionally, during adult-led group activities the childminder does not adapt her teaching enough to meet children's differing abilities. Sometimes, activities are too difficult for younger children and they lose interest. n The childminder teaches children to be independent. She steps back and allows time for children to complete tasks for themselves. She provides plenty of praise

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need to do better?

and encouragement to help children develop their self-confidence. n Children are well supported in their language development. The childminder asks thought-provoking questions and allows time for children to respond. Conversation is encouraged, and children are confident communicators. n Children benefit from plenty of opportunities to play outdoors and be physically active. They enjoy fresh air every day in the childminder's well-equipped garden. This contributes to their good physical health. n Partnerships with parents are good. The childminder values open, two-way communication and works closely with parents to help to offer a smooth transition between home and the setting.

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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 consider the organisation of adult-led group activities to ensure all children's differing needs and abilities are fully supported to help them make even more progress n ensure that routines are flexible to allow children time and space to explore without interruption, extending their focus and concentration even more.

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Setting details

Unique reference number EY246284 Local authority Manchester Inspection number 10351031 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 5 Date of previous inspection 1 October 2018

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Information about this early years setting

The childminder registered in 2002 and lives in Manchester. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three-, and four-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 inspector viewed all areas of the childminder's home. During this learning walk, the childminder explained how she designs her curriculum and organises the environment to promote children's safety. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector observed activities and teaching indoors and outdoors and assessed the quality of education provided and the impact on children's learning. n The childminder provided the inspector with a range of documentation on request, including suitability checks, the first-aid certificate and safeguarding policies.

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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

5 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

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

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