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 Met

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The provision is good

Children feel welcomed and loved in the childminder's home. The childminder nurtures children to give them a sense of belonging and to support their emerging confidence. Children are independent and have opportunities to make their own decisions about what they would like to play with. Children benefit from a fun and stimulating curriculum designed to meet their individual needs. The childminder wants children in her care to be happy, independent and have lots of confidence. Children demonstrate good concentration skills as they connect magnets together. The childminder praises them for their achievements and efforts, which helps to develop their self-esteem and resilience.

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The provision is good

The childminder thoughtfully incorporates equal access and inclusion into daily practice, ensuring it is deeply embedded in the children's experiences. Children are introduced to diverse cultures, festivals and traditions throughout the year, using music, books, food and local community groups to foster an awareness and respect for differences. Children develop a broader understanding and appreciation of the diversity in their community and the wider world around them.

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The provision is good

The childminder has high expectations for all children. She is a positive role model and consistently models good manners. For instance, she thanks children for helping her to tidy up toys. Children respond with smiles. They begin to understand the importance of being respectful and kind to people who are around them. Children behave well.

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need to do better?

n The childminder wants her curriculum to be exciting and inviting. She identifies lots of things that she wants to teach children. These are all well informed from what the childminder knows about the children. However, sometimes, in her enthusiasm, she does not plan the environment so that it supports the intent of the curriculum. For example, the wide range of resources added to activities distracts from, rather than enhances, children's learning. n The childminder generally supports children's communication and language well. She builds on children's speech and language skills by, for instance, using simple sentences and introducing words, such as 'pineapple'. Children repeat new words and receive praise. The childminder uses songs to develop children's understanding of common words. However, on occasion, the childminder does not fully support children to pronounce words correctly. This does not fully

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need to do better?

support children's developing language skills. n Physical development opportunities are embedded throughout the provision. Children enjoy taking part in large mark-making opportunities and use a range of tools and equipment with paint, sand and other malleable experiences. The

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need to do better?

30 April 2025 childminder supports the children to learn to throw and catch a ball, practising their skills. This helps them to develop their strength with both gross and fine motor skills. n Children make good progress in mathematics. The childminder encourages children to count magnetic blocks in order. The childminder introduces colour recognition by asking the children what colour play dough they want and by giving them opportunity to mix colours to make new ones. She uses mathematical language such as smaller and longer, asking questions such as 'how many legs has the spider got'. This helps the children to learn new mathematical concepts. n The childminder provides support to help children develop their independence and self-care skills. Children independently access the toilet, and they know to wash and dry their hands. The childminder encourages children to chop up their own fruit at snack time. They use safety knives with confidence and demonstrate

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need to do better?

resilience when encountering difficulties. Children make good progress and show great confidence in their self-care skills. n Partnerships with parents are strong. The childminder ensures that she keeps parents well informed about their children's development, both verbally and by sending photos. Parents are very complimentary about the childminder. They feel they know the current progress of children and the next steps in their development. They are also supported with ideas to do at home. This promotes positive parent partnerships and consistency in children's learning. n The childminder evaluates her knowledge frequently. She considers her curriculum and plans her professional development accordingly. For example, when the childminder wants to know more about child development, she engages in purposeful training. Furthermore, she eagerly welcomes support from the local authority and other professionals. This means that teaching standards

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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 review the number of resources offered to children so they are not overwhelmed by the choice n strengthen how children are helped to learn to pronounce words correctly to fully support children's developing language skills.

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Setting details

Unique reference number EY497750 Local authority Manchester Inspection number 10380498 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 7 Date of previous inspection 12 June 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Manchester. She operates all year round, from 9am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded childcare.

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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 inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n A joint observation was carried out by the childminder and the inspector. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and children.

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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

30 April 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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