Childminder in Wigan

Inspection date

Previous inspection date 5 March 2015 11 May 2009

p.1

This inspection: Good 2

Previous inspection: Good 2 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

 Teaching is good because learning experiences are tailored to meet children's individual needs. This means that children make good progress given their starting points.  The childminder supports children's communication and language development well by following children's interests and talking to them about activities they are engaged in.  Children settle easily due to the close bond and secure relationship established with the childminder. They are happy and contented because they are supported well in their play, in a safe and secure environment.  The childminder has a secure knowledge of the signs and symptoms of abuse and the procedures to follow should she have concerns about the safety or welfare of a child.  The childminder uses effective strategies to promote positive behaviour and, as a result, children know what is expected of them and they behave well.  Children's emotional well-being is promoted very well and they have a strong sense of

p.1

This provision is good

belonging. As a result, children are happy, make new friends easily and settle in very well.

p.1

It is not yet outstanding because:

 The childminder does not use systems effectively to enable parents to contribute more fully to children's learning at home.  The childminder does not always foster children's curiosity to explore and investigate using natural and sensory experiences.

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

 increase the opportunities to share information with parents in order to provide the support they need to guide their children's learning at home  extend opportunities for children to develop their exploratory and imaginative skills and explore different textures by providing a broad range of natural and sensory resources.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures.

p.2

who attend. This is good

The childminder provides activities and resources that children enjoy and can access independently. For example, older children work out how to manipulate the tongs to pick up different objects. Babies who are not mobile are positioned so that they can reach for toys. As a result, children develop good concentration, physical and problem solving skills, which prepare them well for future learning. However, the childminder does not maximise opportunities to foster children's curiosity to explore and investigate, for example, by proving a range of natural resources and materials to stimulate all their senses. The childminder is nearby to support children and offers a running commentary. She asks children questions and introduces and repeats new words as children play. Consequently, children are making good progress in their communication and language skills. The childminder develops close relationships with parents and keeps them well informed about

p.3

who attend. This is good

children's developmental progress. However, she has not yet developed effective strategies to encourage parents to support children's learning at home.

p.3

good

Children are confident and motivated to learn. They thoroughly enjoy their time with the childminder and new children settle in very well. The childminder works closely with parents to ensure she follows children's daily routines and care practices, such as sleep times. This supports children's physical needs and well-being. The childminder is sensitive to children who have just woken up and gives them plenty of time to adjust to the environment, offering cuddles and reassurance. She is a very good role model of behaviour and provides children with clear reminders of expectations. As a result, children show kindness to others and learn to understand how to share and take turns. The childminder consistently gives priority to the safety of children and effectively supports children's growing understanding of how to keep themselves safe.

p.3

provision is good

The childminder has a good understanding and a range of policies and procedures to support children's health, safety and well-being. The childminder regularly evaluates the quality of her practice and identifies priorities for improvement, taking into account the views of children and parents. She undertakes regular training and professional development to improve the quality of teaching and to understand how children learn. Accurate observation, planning and assessment are used to identify any potential learning needs and, as a result, children make good progress from their starting points. She has good links with other settings that children attend, which ensures consistency in their care and learning so that children are well prepared for school.

p.3

Setting details

Unique reference number EY302831 Local authority Wigan Inspection number 861789 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

p.4

Telephone number

The childminder was registered in 2005. She lives in the Worsley Hall area of Wigan. The whole of the childminder's home is used for childminding and there is a fully enclosed garden for outside play.

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