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 show that they feel safe and happy in the care of the childminder and her co-childminder. The promotion of children's early mathematical development is a particular strength of the setting. The childminder skilfully builds mathematical concepts into her interactions with children. During a water-play activity, she asks them, 'Are you counting how many scoops or doing one big pour?' The question helps children to think about both size and quantity as they fill and empty containers. The youngest children watch and copy the older ones. They begin to count as part of their self-initiated play. All children make very good progress in their learning.

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The provision is good

The childminder develops effective partnerships with parents and carers. Her daily dialogue with them means that she knows when children have discarded their dummy at home. She holds conversations with children about this. These sensitive interactions promote children's emotional well-being and self-esteem. They feel proud of their achievements. The childminder notices and praises children's positive behaviour and good manners. This encourages children to become willing and active participants in daily routines. They patiently wait for their turn to wash their hands and to collect the cutlery that they need to take to the meal table.

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need to do better?

n The teamwork between the childminder and her co-childminder is excellent. This means that children learn in an environment where adults respect and support each other. Children copy their behaviour. They learn to be polite and to play happily together. n The childminder completes training that reinforces and extends her professional skills and knowledge. A recent training session prompted her to introduce a new resource to the setting. The childminder attached photos of children's houses and local landmarks to small, house-shaped bricks. These familiar scenes excite children's interest and attention. The childminder builds on this. She helps children to think and talk about familiar places and local outings. n The childminder promotes children's vocabulary effectively. When younger children point at the plate of snacks and say, 'that one', the childminder includes the word 'crumpet' in her reply. Children, therefore, hear words in meaningful

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need to do better?

contexts. Children match shapes to an outline on the illuminated table. They learn that putting two 'semi-circles' together makes a 'circle'. This activity helps children to add more words to their mathematics vocabulary. n Children develop positive attitudes to learning. They want to make sandcastles by turning buckets filled with sand upside down, but their early attempts are unsuccessful. The sand fails to stay castle-shaped when the bucket is lifted. The childminder tells children not to worry, because they can try again. This helps

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need to do better?

10 July 2025 them to learn to persevere and to keep practising until they succeed. n The childminder teaches children to work things out for themselves. During water play, they try to fill the toy kettle, but it will not fit under the play-sink tap. The childminder helps children to think about other sources for the water that they need. The childminder talks with children about who has not yet arrived at the setting today. She gives children clues that help them to remember their friend's name. This promotes children's memory and thinking skills. n The childminder builds story times into her curriculum. Children often bring her their favourite books to read. She also shares non-fiction texts that engage and inform them. A book about garden birds has recently captured children's interest. They hear the names of the birds, then press the buttons to listen to their songs. This promotes children's vocabulary and listening skills well. They

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need to do better?

experience reading as enjoyable and rewarding. n Children follow consistent routines that help to promote their safety. After mealtimes, children carry and stack their chairs at the side of the play space. This reduces trip hazards. Children know the reasons why they must wash their hands before they eat. This encourages them to take the time to wash them properly. Children, therefore, form habits that promote their good health. n The childminder identifies a high number of appropriate possible learning outcomes for planned activities. However, at times, she does not focus closely enough on precisely what she intends individual children to achieve next as a result of taking part.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n sharpen the focus on the intended learning for individual children.

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Setting details

Unique reference number EY304746 Local authority Manchester Inspection number 10398275 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 4 Date of previous inspection 11 October 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Wythenshawe. Her provision operates all year round, from 9am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education and works alongside a co-childminder.

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Inspection activities

n The childminder and the inspector held discussions about how the childminder plans and implements her curriculum. n The childminder and the inspector observed and discussed children's learning. n The inspector observed interactions between the childminder, her co-childminder and the children. n The inspector heard and read feedback from parents and took account of their views. n Documents used in the childminder's setting were sampled and evaluated by the inspector.

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Inspection activities

10 July 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

10 July 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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