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 are comfortable and settled with the childminder. She offers a caring environment where children enjoy learning and playing. Children build friendships and show genuine care and concern for one another. The childminder offers a broad curriculum, which she complements with visits to local parks, soft-play areas and playgroups. These help children to develop their social and physical skills. Children show good behaviour. They work together as a team, when asked, to tidy up the room. The childminder helps children to develop a love and appreciation of books. They are eager to sit and read together. The childminder reads each page to children as they take turns holding the book and turning the pages. She uses soft toys to illustrate the story to children's delight.

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The provision is good

The childminder plans activities that capture children's attention. For example, children develop their coordination as they match coloured pipe cleaners and feed them into containers. Children show high levels of engagement and sustained attention. Children make choices about how they spend their time, with access to a wide range of resources to support their learning. The childminder promotes strong mathematics skills through regular counting. She plans activities so that all children can compare size and explore volume.

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need to do better?

n The childminder provides good support for children's communication and language development. She narrates activities and repeats words and sentences back to children. The childminder encourages children to use speech to share ideas and extend their play. Children become expressive communicators. n The childminder sensitively promotes children's positive self-esteem. For example, she gently corrects children when they are incorrect, encouraging them to have another go. This helps children to develop the confidence to give things another try. n The childminder helps children to develop their independence skills. For example, children eagerly learn to put on their own coats and shoes skilfully. This helps children to feel empowered in managing their own needs. n The childminder has high expectations in regard to children's perseverance. For example, children find it tricky to scoop up pom-poms. Instead of becoming

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need to do better?

frustrated, with a little support, they are able to skilfully turn their challenges into funny moments. They giggle as the pom-poms try to escape. This helps children to develop a strong sense of resilience. n The childminder helps children to build connections in their learning. For example, the childminder encourages children to think about a recent activity about colours. Children remember what they have learned previously and make links in their thinking. This repetition helps to embed children's learning so that

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need to do better?

26 March 2025 children remember what they have learned. n The childminder has a good relationship with some settings that children move on to. However, these relationships are not yet established with all settings. This means that continuity in children's learning during times of transition is not fully assured. n The childminder encourages children to consider their feelings and what might make them feel that way. She gives examples to guide children towards a solid understanding of their emotions. This helps children to develop a strong understanding of their feelings and how to regulate them. n The childminder adapts her teaching to meet the needs of individual children. She asks children different questions based on their level of understanding and gives children lots of thinking time to answer. This helps children to make good progress. n The childminder providers a variety of resources and activities to help children

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need to do better?

learn about others who are different to them. For example, toys reflect a range of cultures. However, on occasion, she does not challenge stereotypes, for example only girls have long hair. This means that the curriculum does not consistently support children to be inclusive. n The childminder works closely with parents to promote children's learning. Parents praise the 'warm and nurturing' environment she provides. The childminder helps parents to understand what children are learning and how they can support this at home. n The childminder works with other childminders who offer support and guidance when needed. She is reflective and recognises areas in which she would like to develop her understanding and practice. This helps the childminder to continually develop her practice over time.

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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 links with other settings that children move on to, to support transitions and continuity in children's learning n challenge stereotypes consistently so that children learn to understand and celebrate their similarities and differences.

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Setting details

Unique reference number EY545589 Local authority Manchester Inspection number 10372153 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 10 Number of children on roll 3 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Manchester. She operates all year round, from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers funded early education for children aged from nine months up to four years old.

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Inspection activities

n The childminder and the inspector completed a learning walk together and discussed the early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to the childminder at appropriate times during the inspection and took account of their views. 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 Parents shared their views with the inspector. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 March 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

26 March 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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