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 develop strong bonds with this warm and caring childminder. Her calm manner helps to create an inviting and secure environment. The childminder's gentle interactions support children to settle. Children laugh and smile as they confidently explore the environment and the resources on offer. The childminder knows the children well. Her knowledge of each child supports her to meet their needs. For example, she knows their routines and understands what children need when they cry and responds in a timely manner. This helps children to feel safe, settled and secure in her home.

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The provision is good

Daily visits in the community and local toddler groups allow children opportunities to develop social skills and to build relationships with their peers and other adults. The childminder contributes to their life experiences by having a good understanding of their current knowledge and interests. For example, the childminder takes the children to stories and rhyme time to build on their love of singing.

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The provision is good

Children demonstrate positive attitudes towards their learning and the activities the childminder provides. They show engagement and return to resources to consolidate their skills. The childminder keeps her knowledge up to date through training and professional development opportunities. She evaluates her provision and is committed to making continuous improvements. For example, she has completed recent child development training, leading to a better understanding of how to support children with early mathematical concepts.

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need to do better?

n The childminder provides a range of activities for children to explore and engage with. Overall, she supports children's learning effectively during play. However, on occasion, the childminder tries to extend children's learning too rapidly with overly complex activities. On these occasions, children become overwhelmed and lose interest, meaning they do not gain the most from all learning experiences. n The childminder knows the children well. She has invested time in getting to know their individual needs. For example, she is skilful at recognising when babies become tired. They are offered lunch early so that they can have a sleep. Babies enjoy this time with the childminder, who is fully supportive while they eat. Cuddles are provided as they settle to sleep. This provides babies with comfort and lots of reassurance. n Children have many opportunities to develop their physical skills. The childminder takes them for regular walks. They have regular access to the

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need to do better?

childminder's garden, where they can run and move freely. The childminder

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need to do better?

3 December 2024 encourages babies' physical skills to develop with a range of resources and methods. For example, she places toys slightly out of reach to encourage babies to crawl or pull themselves up to get to them. n The childminder promotes literacy well. A range of books are accessible for children of all ages. For example, there are texture and real picture books for babies and storybooks for older children. Babies turn pages and feel the different textures on the pictures while listening to the childminder read. The childminder speaks to babies throughout the day. She comments on what they are doing and introduces new words as they play. For instance, when babies explore different sensory materials, the childminder says words such as 'shake' and 'rustle'. Children are developing good communication skills. n The childminder is a positive role model. She provides children with plenty of praise and encouragement, which supports their self-esteem and confidence

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need to do better?

effectively. She has high expectations of children and gives gentle reminders to guide their behaviour. She consistently uses manners to model to the youngest children. This helps children to behave well. n The childminder promotes children's understanding of early mathematical concepts in play. She skilfully encourages children to count and learn colours as they build with stacking blocks. This supports their early mathematics skills. n The childminder is passionate about her role, she is a good role model and is very nurturing. Children form secure attachments to the childminder as she is calm and offers gentle encouragement. She encourages children to make choices in their play and supports them to carry out small tasks, such as tidying away toys. Children are developing their independence skills. n The childminder ensures that she maintains two-way communication with parents. She shares daily updates and photos on children's learning. Parents

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need to do better?

comment on the support they receive from the childminder. This contributes to effective relationships between families and the childminder, which impacts positively on the experiences of the 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 planning of all activities so that children remain focused and build on their existing knowledge.

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Setting details

Unique reference number 500285 Local authority Manchester Inspection number 10363890 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 15 January 2019

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Information about this early years setting

The childminder registered in 1993 and lives in the Withington area of Manchester. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She is registered for the government's early years childcare funding.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 childminder spoke to the inspector about children's learning and development. n The childminder spoke to the inspector about how they support children with special educational needs and/or disabilities. Parents shared their views of the setting with the inspector. n The childminder and inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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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

3 December 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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