Childminder EY349122

Inspection date

Previous inspection date 4 July 2016 30 March 2011

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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

 Children thrive in a nurturing, child-centred family home. They enjoy caring and affectionate relationships with the childminder, who works closely with parents to ensure children's individual care and learning needs are fully met.  Children make good progress in relation to their starting points. The childminder knows each of them very well. She monitors their learning carefully and continuously supports their development as she plays and interacts with them.  The childminder is very experienced. She teaches the basics very well and is fully committed to ensuring children have the key skills needed to be ready for school.  Children have excellent opportunities to play and learn outdoors. They have daily opportunities to be physically active and learn that exercise and the food they eat are important to their good health.  The childminder meets children's individual dietary needs very well. Children enjoy a

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This provision is good

good range of wholesome, home-cooked meals and a varied selection of healthy snacks.  The childminder is a positive role model. Children are learning right from wrong and the importance of socially acceptable behaviour.

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It is not yet outstanding because:

 Although the childminder has continued to improve her professional development and continues to reflect on her practice, her self-evaluation is not rigorous enough to enable her to maintain her outstanding practice overall.  The childminder does not always give children enough time to think about how to respond to questions or for them to fully explore their own ideas before moving on.  The childminder does not fully support children to recognise and value the similarities and differences between themselves and others.

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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

 implement a rigorous process for self-evaluation that uses challenging criteria in order to further improve the quality of the provision  give children more thinking time so they can fully develop and test out their own ideas, process their thoughts and formulate their verbal response  create a culture where children's understanding of diversity beyond their immediate family is actively promoted.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning.  The inspector observed interactions between the childminder and children present and spoke to them at appropriate times during the inspection.  The inspector observed the childminder doing an activity with children and subsequently asked her to evaluate the activity.  The inspector looked at children's records, including observations, the available 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 the childminder's qualifications.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure knowledge of safeguarding procedures and the procedure to follow if she is concerned about a child's welfare. Informal systems for evaluating what is working and what needs to improve are established, but these lack rigor. The childminder is committed to providing a good quality provision for children and their families. Since the last inspection she has completed a formal childcare qualification. This has enhanced her knowledge and understanding of the observation and assessment process. Children's progress is closely monitored and parents are well informed about the progress they make. Parents are actively encouraged to contribute to ongoing assessments and share details of their child's learning at home. Effective systems for observation, assessment and planning result in children having good quality learning opportunities throughout the day.

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Quality of teaching, learning and assessment is good

Children are enthusiastic learners who enjoy a wide range of developmentally appropriate, well-presented play materials both inside and outdoors. The childminder provides well- planned activities which excite and interest young children. She is very experienced and instinctively uses many good teaching techniques to support children's learning as she plays alongside them. Children become absorbed as they explore textures. They listen intently to the sound the rice makes as it lands on different surfaces and experiment using a range of scoops and containers. The childminder places a strong focus on developing children's language and communication skills. However, at times children are not given enough time to think, in order to formulate their verbal response, before the childminder asks further questions. Opportunities for children to practise and refine their early literacy and counting skills are routinely woven into children's play. They spontaneously paint at

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Quality of teaching, learning and assessment is good

easels and use large chalks to write and draw on the paving stones outdoors. Babies eagerly explore a range of textured play materials. The childminder quickly adapts activities and provides additional support so children of all ages can take part.

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Personal development, behaviour and welfare are good

The childminder's home is safe and welcoming. Children benefit from secure emotional attachments with the childminder. They are happy, confident and motivated. Babies are gently reassured as they settle to sleep and are very well supported during mealtimes. Children continually develop their physical skills and dexterity as they play and learn to manage their personal needs. Children benefit from regular trips to toddler groups which help develop their social skills and confidence. Children are learning how to keep themselves safe. The childminder provides meaningful explanations and encourages children to think about their safety as they play and use large play equipment outdoors.

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Outcomes for children are good

All children are developing the key skills they need to support their future learning. Children are confident learners who enjoy learning new skills within a safe a supportive environment. They enjoy their time with the childminder, and parents are very happy with the progress their children make and the quality of care provided.

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Setting details

Unique reference number EY349122 Local authority Wigan Inspection number 849462 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 30 March 2011

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Telephone number

The childminder was registered in 2007 and lives in Aston-in-Makerfield, Wigan. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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