Childminder 322815

Inspection date 5 September 2018 Previous inspection date 2 June 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Partnerships with parents are positive. The childminder keeps parents well informed about their child's good progress through regular discussions. She gives parents ideas to continue and extend their child's learning at home. Parents speak highly of the childminder. For example, they comment, 'The childminder is extremely caring and considerate. She is fantastic. We would recommend her to anyone'. n The childminder supports children's good language and communication skills well. For example, she asks well-timed questions and gives children plenty of time to think and respond with an answer. The childminder consistently repeats words back to younger children. This helps them to use the correct pronunciation and grammar. n The childminder skilfully weaves mathematics into children's play and routines. This helps to support their mathematical development well. Children demonstrate good counting skills and learn how to identify size and shape.

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The provision is good

n Children settle quickly and form strong attachments to the childminder and their peers. They behave well and use good manners.

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It is not yet outstanding because:

n The childminder's assessments of children's learning are not precise or sharply focused enough to help her to support children to make excellent progress. n Occasionally, the childminder does not organise planned activities as well as possible to help to promote children's engagement and involvement to the highest level. n The childminder has not recently undertaken any professional development opportunities to raise her skills and knowledge further.

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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

n enhance the already good system for observations and assessments of children's learning and focus more precisely on helping them to make excellent progress n strengthen the organisation of planned activities to help build on children's good levels of engagement and involvement further n target professional development more sharply to help to raise the quality of the already good practice to an outstanding level.

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What the setting needs to do to improve further

Inspection activities n The inspector looked at the areas of the premises that are used for childminding, including the outdoor area. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder. n The inspector discussed self-evaluation, risk assessments and the childminder's policies and procedures. She checked evidence of the childminder's suitability and training certificates. n The inspector took account of the views of parents from written feedback they had provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of her role in keeping children safe. She knows what action to take should she have concerns about a child's welfare. The childminder completes regular assessments of possible risks in the environment, which helps her to keep children safe. She has a good range of policies and procedures available that are shared with parents. The childminder uses these well to help to ensure the safe and efficient management of the setting. The childminder takes the views of parents and children into account when reflecting on the quality of her provision. This aids her to prioritise improvements and maintain good outcomes for children.

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Quality of teaching, learning and assessment is good

The experienced and knowledgeable childminder engages and interacts well with children overall. For instance, she models conversation and provides a running commentary as children play. This helps to build on children's good speaking skills effectively. Younger children enjoy looking at books with the childminder. They point to pictures on the page and are eager to tell the childminder what they know. This helps to build on children's early reading skills effectively. The childminder teaches younger children about how to keep themselves safe. For example, she explains that the toaster is hot and that it will burn their skin if they touch it. Children listen carefully and repeat back to her, 'Hot, hot, burn, burn'. They demonstrate good understanding skills.

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Personal development, behaviour and welfare are good

Children are confident individuals. They choose freely from the broad range of easily accessible toys and resources, demonstrating good levels of independence. The childminder provides children with plenty of encouragement and praise. This helps to support their self-esteem and emotional well-being. Children develop good physical skills. For instance, they build houses made from blocks and show good hand-to-eye coordination skills. The childminder ensures that children play outside daily and have plenty of opportunities to enjoy fresh air and exercise. For example, children play in the childminder's garden and visit the local park. The childminder takes children on regular outings, such as to local toddler groups. This helps children to learn about the wider world.

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Outcomes for children are good

Children make good progress from the start. They demonstrate that they are keen and eager to learn. Children develop good self-care skills. For instance, they wash their hands before eating and after toileting. Younger children learn to share and take turns. They play cooperatively together and develop good social skills. Children are equipped with the skills they need for their future learning and the eventual move on to school.

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Setting details

Unique reference number 322815 Local authority Wigan Inspection number 10067296 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 7 Total number of places 6 Number of children on roll 2 Date of previous inspection 2 June 2015

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Registers

The childminder registered in 1992 and lives in Billinge, Wigan. She operates term time only, from 8am until 5pm, Monday to Friday.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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.

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Registers

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 .

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Registers

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Registers

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Registers

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

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