Childminder in Wigan

Inspection date

Previous inspection date 29 January 2015 3 May 2011

p.1

This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Children's levels of achievement are good and they are well prepared for their next stage in learning. Children make at least good progress in their learning as a result of consistently good teaching, which effectively follows children's interests and takes account of accurate, continuous assessment.  Children make very good progress in communication and language, and mathematics, as a result of the childminder's skill in using the very best teaching approaches to support this learning in everyday situations.  Children thrive in this welcoming and caring childminding setting. Highly positive, nurturing care and good support for individuals are reflected in children's strong sense of security. Children behave very well and are keen to explore and learn.  The childminder works effectively to share information with parents and other professionals involved in children's care and learning. She checks children's progress

p.1

This provision is good

carefully, plans precisely and is ambitious to improve teaching and children's achievement still further.  The childminder demonstrates a strong commitment to sustaining improvement and delivering high-quality provision. She has undertaken a broad range of training, which has had a good impact on the quality of learning experiences she offers children.

p.1

It is not yet outstanding because:

 Learning opportunities in the outdoor area are still developing and are not yet used to reinforce and promote learning at the same very high level as indoors; in particular providing further opportunities for reading, writing and in further developing an understanding of the world.  There are occasions when the most able children are not challenged as much as possible when learning through play, so that they achieve as well as they can with their early reading and writing.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend challenge for the most able children, by providing more opportunities to develop early skills in reading and writing, for example, by providing more word labels around the environment to read and copy  extend learning experiences and resources in the outdoor area to provide further opportunities for children to practice reading, writing and to develop their understanding of the world.

p.2

Inspection activities

 The inspector observed activities in the childminder's home and spoke to the childminder and children at appropriate times during the inspection.  The inspector observed interactions between the childminder and the children present.  The inspector observed the childminder supporting children's play and subsequently discussed with the childminder her evaluation of the quality of teaching and learning that took place.  The inspector took account of the views of parents and children through the childminder's own surveys.  The inspector looked at children's records, including assessment and planning documentation, and a range of other documentation, including policies and procedures.  The inspector checked evidence of suitability of adults living on the premises and records of the childminder's training.

p.2

who attend. This is good

The childminder provides a very good range of activities to promote children's development across the seven areas of learning. She uses her training to a good effect to support children's communication and language. For instance, she models single words for babies, while asking older children the kinds of questions that make them think; giving them time to process the information, to remember and to extend their conversations. The childminder effectively supports mathematics in everyday situations. Consequently, babies learn to count by rote at an early stage, and older children spontaneously count and show an understanding of calculation. The inviting indoor environment, fully engages children's interest in play. Presently, however, there are fewer opportunities for children to reinforce their learning outdoors. For instance, the childminder misses very occasional opportunities to reinforce the good explanations she gives about nature, by enabling children to

p.3

who attend. This is good

immediately experience the items in the garden. Additionally, she does not routinely use outdoors to provide the best opportunities for children to use their developing skills in other ways, such as using tools for writing. The childminder uses expert approaches to promoting early reading and children show a keen interest in blending letter sounds to make a word. However, she does not always fully extend this by providing familiar words as labels for children to read and begin to copy.

p.3

good

Children benefit from secure emotional attachments with the nurturing childminder. They are confident and self-assured, express themselves freely and make meaningful choices about how they spend their time. Children have daily opportunities to be physically active, often in activity groups, such as dancing. They learn that exercise and the food they eat are important to their health. Children's behaviour is very good. They listen carefully to the childminder and this has a very good impact upon their learning and their understanding of safe ways to behave. There are established routines, such as joining in with the 'tidy up song', which effectively promote responsibility and self-care. The highly positive, respectful approaches of the childminder, help children develop the positive attitudes to others and to learning, that they need in preparation for the move on to nursery or school.

p.3

provision is good

The childminder has a secure knowledge of the learning and development requirements and how to safeguard children. She risk assesses the environment and outings sensibly and she provides clear explanations for children which help them learn how to keep themselves safe, such as in the event of a fire. The childminder is well motivated to continually build on her knowledge. She is committed to promoting good-quality provision for children and their parents, and she regularly evaluates areas for development and makes improvements. Parents are well informed about the progress children make and how to further support their learning at home. Established links with local schools support consistency in children's learning ready for their move when the time comes.

p.3

Setting details

Unique reference number EY411092 Local authority Wigan Inspection number 875447 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.4

Telephone number

The childminder has been registered since 2010. She lives in the Orrell area of Wigan. She operates term time only from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.4

Telephone number

This inspection was carried out by Ofsted 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

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5