Childminder EY468689

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

p.1

The provision is good

The childminder provides effective support for children's emotional well-being. She sets up role play activities that build on children's interests and allow them to explore their feelings. Children enjoy engaging in home corner play with dolls and kitchen equipment. The childminder builds good relationships with children and has a warm and nurturing nature. Children settle quickly into her care and show strong attachments. Children benefit from plenty of outdoor opportunities. While playing in the outdoor area, children use pipettes and pour water to make 'potions'. Children develop their fine motor control and enjoy sensory exploration.

p.2

The provision is good

The childminder provides a curriculum that supports younger children well. She plans activities such as sorting shapes into the correct space and singing nursery rhymes. Children engage in a good range of experiences. They make good progress in their learning and development. Children develop positive attitudes to learning. They are offered lots of praise and encouragement. Children explore natural materials, such as petals and lavender, and talk about the things they discover. Children are curious and enjoy experimenting with different ideas.

p.2

need to do better?

n The childminder uses training to help her improve her teaching and care practices. She undertakes courses to deepen her understanding of children's differing needs. Children benefit from consistent approaches to supporting their positive behaviour. n The childminder provides good-quality education across the seven areas of learning and development. She plans activities that help children learn how to count and sort. The childminder helps children learn how to share and take turns. Children are motivated and demonstrate interest in their learning. n The childminder sometimes uses simplified language during interactions with children. For example, she refers to frogs as 'froggies', which children copy. This reduces opportunities for children to hear and use accurate vocabulary. n The childminder supports personal, social and emotional development effectively. She helps children understand the consequences of their actions on

p.2

need to do better?

others. The childminder encourages children to say sorry when needed. Children develop positive relationships with their peers. n The childminder prepares children for their next stage of learning. She supports children to put on their own shoes and coats. The childminder encourages children to make choices about the things they want to play with. Children are independent and self-assured. n The childminder implements a secure educational programme to enhance children's physical development. She encourages children to use their strength and coordination to lift cubes and build structures. Children balance as they walk

p.2

need to do better?

10 September 2025 across the models they have made. Children develop body strength, coordination and control. n The childminder establishes good partnerships with parents and carers. She shares with parents children's progress in their learning and development. The childminder suggests how parents might continue learning at home, such as singing familiar nursery rhymes with children. Children benefit from consistent support across settings. n The childminder does not always challenge more able children appropriately. During some activities, children who are able to count easily and solve problems are not given opportunities to extend their thinking. This limits their ability to deepen understanding and apply skills in new contexts. n The childminder supports children to develop a love of books. Children enjoy sitting with the childminder and their friends to listen to stories. Children know the order and sequence of stories.

p.2

need to do better?

n The childminder supports children's understanding of the world around them. She plays with children using 'stop' and 'go' signs outdoors as children ride bikes. The childminder engages children in imaginary play, where they pretend to make people who might be poorly better. Children begin to understand everyday experiences and how the world around them works.

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 model correct vocabulary to support children's language development n increase challenge for more able children.

p.3

Setting details

Unique reference number EY468689 Local authority Manchester Inspection number 10399760 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 13 December 2019

p.4

Information about this early years setting

The childminder registered in 2013. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate childcare qualification at level 3. The childminder works with a co- minder and assistants. She provides government-funded childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

10 September 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.

p.4

Inspection activities

10 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6