Childminder 322642

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children thrive in the welcoming environment. They show a willingness and enthusiasm for learning. Even the children who have recently started settle quickly and demonstrate a strong sense of belonging. High expectations are held for every child. The childminder is proactive in helping children and families to get the support they require, including children with special educational needs and/or disabilities.

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The provision is good

Well-established relationships with parents enable the childminder to share, promote and celebrate children's achievements. Parents comment on how they are regularly updated on their children's progress. This helps to develop a positive and optimistic approach to education.

p.2

The provision is good

The childminder promotes positive attitudes by modelling respectful interactions with children, helping them to feel confident and valued. Clear and consistent boundaries contribute to children presenting excellent behaviour and conduct. Children play in harmony, taking turns, sharing and having fun together. Their attitudes demonstrate that they feel safe and happy.

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The provision is good

The childminder is passionate about her role as an early years educator. She and her assistant use many ways to review and upskill their practice. For example, they conduct regular training and online research. This helps them to review what works well and what needs to change.

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need to do better?

n The uniqueness and well-being of children are key priorities for the childminder. Children are encouraged to discuss their feelings to help them to understand these. Alongside parents and external support when required, the childminder works hard to help children to feel emotionally ready for their eventual move to school. n The childminder uses observations and assessments to review how children are progressing. These enable her to plan and implement meaningful play experiences for children. n An ethos of nurturing is embedded within the setting. Children are thoughtful and considerate towards each other. Older children demonstrate kindness as they play patiently with their younger friends. They show empathy as they use soft voices and gentle hands when interacting with babies. n The childminder promotes children's physical well-being and their understanding of healthy lifestyles very well. For example, children enjoy outings to the park

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need to do better?

where they exercise their large muscles through running, climbing and jumping. n The childminder acts with integrity to ensure the children in her care have rich

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need to do better?

12 September 2019 experiences. She uses her knowledge of children and their families to consider what will help them to prepare for later learning and life. For example, the childminder uses funding to enable every child to enjoy trips. Such experiences provide children with an understanding of their world. Through discussion and the use of books and other resources, children explore cultures and traditions beyond their own. n The childminder conducts regular risk assessments to reduce any hazards in the environment. This helps to ensure that the children in her care are safe from harm. n The environment allows for many opportunities for children to learn that print carries meaning. Younger children use their fingers to follow words on the daily routine board. When describing the functions of books, older children discuss how the author writes the story and the illustrator creates the pictures. n The childminder constructs a curriculum that is attuned to the needs of children.

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need to do better?

She uses their interests to develop learning in other areas. Children engage in counting, sorting and matching as they play with farm animals. Children test out the different sizes and shapes of the animals using words such as 'bigger', 'smaller' and 'pair'. This helps children to develop an understanding of mathematical concepts. n Children are ambitious in their play and show a willingness to succeed even if this does not happen at first. Children spend time using trial and error before successfully building a block tower. This is supported by the childminder's encouraging words helping children to develop a 'can-do' attitude. n At times, the childminder overuses questioning when interacting with children. This limits chances for children to develop their own ideas during play and to further enhance their imagination and thinking skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of the signs and symptoms that might indicate that a child is at risk from harm. She follows a robust procedure to ensure that any concerns are reported to the relevant services. The childminder is aware of the signs that may suggest children and their families are vulnerable to extreme views or ideas. She also discusses the steps to follow should an allegation be raised against her or anyone else living in her household.

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should:

n raise the quality of teaching even higher to allow children more time to think and respond, further enhancing opportunities to develop their imagination and thinking skills.

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Setting details

Unique reference number 322642 Local authority Wigan Inspection number 10109645 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 to 4 Total number of places 12 Number of children on roll 3 Date of previous inspection 27 February 2015

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Information about this early years setting

The childminder registered in 1999 and lives in the Lowton area of Wigan. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant.

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Inspection activities

n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n Alongside the childminder, the inspector carried out a joint evaluation of an activity. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n When appropriate, the inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading written feedback provided.

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Inspection activities

We carried out this inspection 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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Inspection activities

12 September 2019 12 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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