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 provides an ambitious curriculum. She sequences this to support children to build on what they already know and can do. This enables children to make good progress in their development. Children benefit from learning opportunities that enhance their language development. After a recent visit to the supermarket, children recall the names of the vegetables that they bought from the shop. The childminder introduces descriptive language, such as shiny and rubbery, as they explore the vegetables. This helps to broaden children's ever-growing vocabulary. Furthermore, the childminder takes children on frequent outings to the local parks. This gives children first-hand experiences with nature. The childminder supports children to recall prior knowledge by holding back-and-forth conversations. Children respond and explain that they recently went birdwatching in the local community. They say that 'a robin has a red breast'. Children articulate

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The provision is good

past experiences well and show positive attitudes towards their learning.

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The provision is good

The childminder creates a nurturing environment, which supports children to develop a sense of belonging and ownership. For example, as children enter the setting, the childminder supports them to put their belongings away. The childminder has built trusting relationships with the children. They show that they feel safe. Children smile and listen to the childminder as she explains what activities they will explore today. The childminder is a positive role model and supports children to recognise the impact of their behaviour on others. For example, she models how to share resources and explains the importance of turn- taking. Children behave well.

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need to do better?

n The childminder prioritises reading, which motivates children to be enthusiastic about books and stories. She carefully selects age-appropriate stories that children can interact with. Children smile and listen intently to the childminder as she reads with enthusiasm. Children join in with key phrases and use the props to interact with the story. Furthermore, the childminder extends children's learning by explaining the difference between an author and an illustrator. Children's literacy skills are developing well. n On the whole, the childminder supports children well with their personal and social development. However, on occasion, the childminder jumps in too quickly and does things for children that they can do themselves. For example, the childminder turns the tap on and squeezes soap onto the older children's hands during handwashing. This limits opportunities for children to develop their independence skills further.

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need to do better?

n The childminder teaches children about the world around them. She takes children on regular outings to places, such as the library. Children visit the library

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need to do better?

13 February 2025 to explore fiction and non-fiction books. This has a positive impact on children's early literacy. In addition, children explore festivals and celebrations, such as Chinese New Year and Valentine's Day. These opportunities help children to learn about different cultures. n The childminder monitors the progress that each child makes. This enables her to recognise gaps in children's development. When required, the childminder shares information with parents and professionals. She puts tailored interventions into place and shares them with parents. This supportive approach ensures that all children make good progress in their development and maintains continuity in children's learning. n Partnerships with parents are a strength. The childminder regularly shares the curriculum and children's next steps in learning with parents. Furthermore, she supports parents with topics such as healthy eating. These effective partnerships

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need to do better?

with parents help to ensure consistency in supporting children's development at home and at the setting. n The childminder supports children to develop kindness towards each other. Children play cooperatively and construct a train track together. Older children support their younger peers to fix the pieces together. This kindness is recognised and praised by the childminder, which immediately boosts children's confidence. n The childminder is reflective of her own practice. She carefully targets training opportunities to enhance her own knowledge and skills. Since attending training on communication, language and literacy development, the childminder has made this a key focus of her curriculum. She plans a curriculum that builds cumulatively on children's current skills. Children are making good levels of progress with their language development. n The childminder teaches children how to keep themselves safe. She regular

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need to do better?

practises fire drills with children so they are aware of what to do in the event of an emergency. On outings, children are taught how to cross the roads safely. Children are beginning to understand how to manage their own safety.

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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 consistently provide children with opportunities to further develop their independence skills.

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Setting details

Unique reference number EY541196 Local authority Manchester Inspection number 10368396 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 19 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Crumpsall, Manchester. She operates all year round, Monday to Friday, from 8am until 4pm, with the exception of bank holidays and family holidays.

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Inspection activities

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 interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

13 February 2025 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

13 February 2025 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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