Childminder EY251568

Inspection date 13 December 2018 Previous inspection date 3 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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This provision is good

n Partnerships with parents are good. The childminder shares regular information about children's learning and achievements in a variety of ways. For example, through sharing children's development files, daily discussions and diaries. Parents are kept well informed about their child's development and how they can continue to support learning at home. n The well-qualified childminder accesses regular training opportunities. For example, information gained from recent training in mathematics is used very effectively to help to promote counting, simple sums and sorting with children. As a result, all children demonstrate very good mathematical skills for their age. n The childminder has effective systems in place that she uses to closely check the progress that children make. She regularly tracks children's development towards the early learning goals. This ensures that all children receive appropriate help if needed.

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This provision is good

All children make good progress from when they first start. n Children settle well and form close bonds with the caring and kind childminder. This helps to promote their emotional well-being. n The childminder promotes children's understanding of healthy lifestyles well. For instance, children wash their hands before they enjoy eating fresh fruit for snack. The childminder makes healthy eating fun. For example, she serves toast in the shape of Christmas trees. This helps children to learn about shapes during daily routines. n At times, the childminder does not use the correct pronunciation of some words. This does not fully support children's speaking skills. n On the very odd occasion, the organisation of some adult-led group activities does not fully motivate and engage the youngest children.

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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 consistently use the correct pronunciation of words and help to promote children's good speaking skills further n enhance the organisation of the planned adult-led group activities further to fully engage and help motivate children of all ages during these times even more.

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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 childminder ensures that children learn to keep themselves safe. For example, she reads books about fire safety with children and they complete fire evacuation drills in her home. This helps children to understand the importance of following safety procedures in an emergency. The childminder uses her good range of policies and procedures well to help to keep children safe. She completes regular risk assessments of her home and on outings. The childminder has a good understanding of the signs and symptoms of abuse. She knows the procedure to follow should she have any concerns about the welfare of a child. Safeguarding is effective. The childminder reflects well on her practice. She actively gains feedback from parents and children and ensures that their views are considered when making any changes.

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Quality of teaching, learning and assessment is good

The childminder completes frequent observations and assessments of children's learning. She identifies each child's level of ability and, overall, plans interesting experiences that help to motivate them to learn. For example, young children are fascinated by bubbles floating in the air. They jump up to catch them, whooping with delight. They demonstrate good physical skills. The childminder is close by to help to promote learning further. For instance, she models counting and describes the size of the bubbles using words, such as, 'big' and 'little'. The childminder encourages children to be creative, such as during seasonal Christmas craft activities. Older children use scissors skilfully and with care. They decorate cards and show good levels of determination and confidence in their abilities.

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Personal development, behaviour and welfare are good

The childminder gathers detailed information about children from parents before they start. This helps her to gain a good understanding of children's interests and what they already know and can do. The childminder offers settling-in sessions to children prior to their start date to help ensure that they settle quickly and easily into her care. Children behave well. The childminder is a very good role model and offers consistent praise and reassurance to every child. Children listen and respond well to rules and boundaries. They learn to share, take turns and show respect for their peers.

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Outcomes for children are good

All children show good self-care skills, such as when taking off their shoes and coats. They show good levels of independence, such as when they freely access the broad range of toys and resources available. Children help tidy away when they are finished playing and learn to take responsibility for age-appropriate tasks. Younger children practise their early counting skills and begin to use language for size. Older children identify shapes, such as triangles, circles and squares. They learn to recognise numerals and sort objects, such as coloured pompoms, into piles of different sizes. Children are well prepared for future learning and for starting school.

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Setting details

Unique reference number EY251568 Local authority Wigan Inspection number 10071401 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 1 - 10 Total number of places 6 Number of children on roll 6 Date of previous inspection 3 June 2015

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Registers

The childminder registered in 2003 and lives in Leigh, Wigan. She operates all year round, from 7am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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

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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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