Childminder EY478847

Inspection date

Previous inspection date 6 April 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder provides good support for his assistant and they both work well together as a team. He ensures that his assistant is kept up to date with any changes in childcare practice.  The childminder is highly organised. He uses information gathered from his regular and detailed observations and assessments of children's learning to plan for their individual next steps. The childminder monitors children's progress by regularly tracking their development. Children make good progress.  Partnerships with parents are good. They contribute to the initial assessment of children and are regularly kept up to date with their child's progress. The childminder uses various methods to communicate effectively with parents, such as email, text messages and verbal discussions.  The childminder works closely with parents and provides effective strategies to help them to continue their children's learning and development at home. For example, he

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This provision is good

supports children who speak English as an additional language very well. Parents are encouraged to help their child to use and learn new words and sentences in English.  The childminder provides a stimulating and nurturing environment in which diversity is highly valued and celebrated. Children are very happy, settled and share warm and trusting relationships with the childminder and his assistant. Their emotional well-being is promoted well.

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It is not yet outstanding because:

 The childminder, occasionally, misses opportunities to help develop and extend children's good mathematical understanding of weight, space and measure.  The childminder has yet to develop an ambitious plan for continually improving his professional knowledge, aimed at achieving optimum levels of practice.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 provide more opportunities for children to develop and extend their good understanding of weight, space and measure  build further on professional development plans to rigorously and continually increase knowledge and raise the overall quality of practice to an even higher level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint observation and evaluated this with the childminder.  The inspector held conversations with the childminder, the assistant and children throughout the inspection.  The inspector checked evidence of the suitability of all adults working on the premises, training certificates, risk assessments and looked at a sample of his policies and procedures.  The inspector took account of the views of parents from written feedback they had provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and his assistant have a good knowledge of how to keep children safe and protect their welfare. They know who to contact if they have any concerns. The childminder completes risk assessments for his home and outings. Children's safety and welfare are promoted throughout the setting. He continually reflects on his practice and uses the views of parents, children and his assistant to identify priorities for improvement. For example, the childminder and his assistant have plans to access training to acquire a relevant qualification. The childminder shares information with teachers at a pre-school to help promote continuity in children's learning. He uses guidance from his local authority to help maintain the good quality of provision for children and their families. Parents comment positively about the childminder stating, 'You go the extra mile to make sure children enjoy lots of activities'.

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Quality of teaching, learning and assessment is good

The childminder and his assistant give high priority to supporting children's speech and language skills. They engage with children skilfully, modelling conversation and introducing new vocabulary. Children are encouraged to repeat words back to the childminder and his assistant and become confident communicators. They show good levels of concentration for their age. For example, children spend a long period of time exploring and investigating with coloured gravel during a sensory play activity. They enjoy filling and emptying containers and are encouraged to count, identify colours and name objects, such as a dolphin and fish. Children excitedly hunt for treasure as they dig in the gravel and show high levels of satisfaction when they uncover hidden pretend diamonds.

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Personal development, behaviour and welfare are good

The childminder and his assistant are positive role models and promote clear rules and boundaries. They encourage children to use good manners and teach them to share and take turns. Children are very well behaved. They are encouraged to manage their own risks and help to tidy away toys and resources when they have finished playing with them. Children's physical well-being is promoted well. The childminder provides them with a variety of healthy and freshly prepared meals and snacks. Children learn about the importance of following a healthy lifestyle. For example, they know to wash their hands before eating and they regularly play in the well-equipped garden, benefitting from the fresh air and exercise. The childminder takes children on outings into the local community. This helps them develop an understanding of the wider world.

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Outcomes for children are good

The childminder differentiates learning for the different groups of children in his care, including those with English as an additional language. Children make very good progress from their individual starting points. They are keen to participate in new activities and show good levels of interest in what is provided. Children confidently interact with their peers and have formed strong friendships and positive attitudes to learning. They are developing the skills required for the next stage in their development and eventual move on to school.

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Setting details

Unique reference number EY478847 Local authority Wigan Inspection number 980379 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 12 Number of children on roll 6

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Wigan. He operates all year round from 8am to 6pm, Monday to Friday, except for Thursdays and family holidays. The childminder provides overnight care and works with an assistant. He supports children who speak English as an additional language.

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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.

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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.

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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 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 .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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Telephone number

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

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