Childminder EY313697

Overall effectiveness Good

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

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The provision is good

Children are very happy and build strong, affectionate bonds with the childminder. The childminder understands the importance of supporting children's emotional development. Children settle quickly and flourish in her care. She provides good support that enables them to develop a strong sense of belonging. For example, children delight when looking at photographs of learning experiences and trips that they have taken part in.

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The provision is good

Children are curious and confident. They explore and investigate independently and are not distracted during their play. For example, children use tissues to rip and tear. They look on with awe as the childminder blows the tissues into the air. They copy, showing perseverance and determination.

p.2

The provision is good

The childminder is a positive role model to children. The childminder offers lots of praise and reassurance, combined with simple rules. Children are gently reminded of good behaviour and having 'kind hands'. They respond well to this approach and behave well.

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The provision is good

The childminder makes good use of the local area to provide further learning experiences involving plenty of physical exercise. For example, children visit the local woodland, where they enjoy splashing in the stream and squelching their feet in the mud.

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need to do better?

n The childminder evaluates the routines and learning opportunities that she provides. She seeks the views of parents using questionnaires. She attends mandatory training and shares ideas with other childminders. However, she has not maintained a sharp focus on her ongoing professional development to enable her to extend her skills to an outstanding level. n Children enjoy their time with the childminder. She adapts activities well to meet the differing needs and interests of children in her care. For example, younger children learn to match colours and shapes when exploring a tea set. Older children learn about loud and quiet sounds during a musical activity. n The childminder plans the learning environment well. The main playroom is bright and spacious and resources are accessible. This enables children to explore and investigate independently. Children develop their own ideas during their play as they choose what they want to do or play with. The childminder

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need to do better?

completes thorough risk assessments and ensures the safety of the children is her highest priority. n Teaching is strong. The childminder knows each child very well. She makes accurate assessments of what they can do and plans next steps to move them

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need to do better?

16 September 2019 on in their learning. For example, children develop independence skills when chopping fruit at snack time. The childminder extends this further by introducing mathematical language such as 'big', 'small' and 'half'. n The childminder is skilled at speaking and listening to children during play. She places emphasis on developing children's communication and language skills further. For example, she comments on what children are doing and introduces new vocabulary, encouraging children to copy. However, the childminder does not always use effective questioning skills to extend children's thinking and problem solving during their play. n Partnerships with parents are strong. They comment that the childminder has a caring, loving and nurturing manner. The childminder communicates with them in ways that meet their needs. She plans time to discuss their children's development and current interests. This helps support continuity in their child's

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need to do better?

learning. n The childminder supports children to develop their early literacy skills. For example, she shares stories while younger children recite familiar rhymes and songs that they have learned.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular child protection training and seeks updates from the local authority. She understands her responsibility to keep children safe and has a secure understanding of the possible signs of abuse. She understands the procedures to follow should she have concerns about the welfare of a child in her care. She demonstrates that she knows how to manage allegations of harm or abuse against her or anyone who lives in her home.

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should:

n seek further professional development opportunities to help extend and develop skills and knowledge to an outstanding level n develop questioning skills to support children's thinking and problem-solving skills to the highest level.

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Setting details

Unique reference number EY313697 Local authority Wigan Inspection number 10071403 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 7 Total number of places 6 Number of children on roll 6 Date of previous inspection 4 June 2015

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Information about this early years setting

The childminder registered in 2005 and lives in Wigan, Lancashire. She holds an appropriate childcare qualification at level 3. The childminder operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n A learning walk was completed by the inspector and the childminder. n The inspector observed children engaged in activities and interacting with the childminder. n Discussions with the childminder were held at appropriate times during the inspection. n The childminder and inspector evaluated an learning activity together and discussed self-evaluation. n The inspector spoke to children during the inspection and took account of the views of parents through written feedback.

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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

16 September 2019 16 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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