Childminder EY250546

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

The childminder provides a warm, caring environment. Children demonstrate that they are happy and feel safe in the childminder's care. They are confident and initiate their own play and ideas as they make independent choices about what they want to play with. The childminder ensures the environment is well resourced to promote all areas of learning and is easily accessible for children. The childminder has a good understanding of how children learn and has high expectations for them. She uses her knowledge of children's interests skilfully to help them to build on what they already know. For example, children enjoy pretending to use the fish puppet to 'bite' the childminder's little finger 'on her right' during a rhyme activity.

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The provision is good

Children communicate their needs to the childminder and know that they will be addressed quickly. For example, when children are upset, they know that they will receive comfort. The childminder consistently praises their efforts. This helps to support children's self-esteem and gives them confidence in their own abilities. Behaviour is good. Children listen to the childminder. She encourages children to use good manners and skilfully helps them to share and be kind. They are aware of acceptable boundaries for behaviour. As a result, children are motivated and confident learners.

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need to do better?

n The childminder identifies what children already know and can do. She shares children's individual next steps in learning with their parents, which enables them to continue their children's learning at home. The childminder has developed positive relationships with other settings which children attend, including the local schools and pre-schools. This helps to ensure there is consistency for all children's care and learning across the different provisions. n Children have good opportunities to develop their early literacy skills. For instance, they explore different puppets as they enthusiastically shake and move their bodies to familiar nursery rhymes. Children begin to learn how to handle books as they independently turn pages. They enjoy messy creative play, such as painting, drawing and experimenting using glue spreaders and stickers. This supports them to strengthen their hand muscles in preparation for future

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need to do better?

writing. However, on occasions, the childminder does not allow children enough time to explore and test out their own ideas. n Children thoroughly enjoy outings to places of interest with the childminder. They have great fun as they visit local farms and museums. Older children also learn about the importance of recycling and caring for the planet. They encourage younger children to think before discarding anything. n Children develop an awareness about feelings and demonstrate empathy for

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need to do better?

10 December 2019 other children. However, they have fewer opportunities to increase their understanding about the similarities and differences between themselves and other people in the world around them. n Children demonstrate positive attitudes towards healthy lifestyles and they enjoy eating strawberries and apples. The childminder attends playgroups and takes them to a local park and on a daily walk to school for fresh air and exercise. The childminder uses these occasions to teach children about road safety and discusses the natural areas on the route. n The childminder continually evaluates the quality of her provision. She makes sure that the views of parents and their children are sought so that she can make ongoing improvements that will benefit all children that attend. For example, she has recently reorganised the indoor learning environment. She comments that this has increased opportunities for children to explore and

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need to do better?

choose resources easily. The childminder networks with other childminders to share good practice. She attends additional training to enhance her good teaching. n The childminder plans a curriculum that helps children to build solid foundations for their next stage of learning. For instance, she talks about shape and colour as younger children enjoy exploring a magnetic fishing rod game. She encourages them to count how many they have caught. She challenges their learning to catch 'one more' as she invites them to try to 'catch the whale'. This helps children to develop and extend their understanding of early mathematical concepts.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to protect children's welfare. This includes ensuring that her home is safe and any risks are identified and minimised. The childminder keeps her safeguarding training up to date. She is aware of any changes to the local authority procedures and who to contact should she have a concern about a child in her care. The childminder has also sought guidance from online training about some of the wider aspects of child protection. This helps her to be able to identify additional risks which young children may be subjected to and take appropriate action.

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should:

n maximise opportunities for children to explore and develop their own ideas n increase opportunities for children to learn about the similarities and differences between themselves and others in the local community and the wider world.

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Setting details

Unique reference number EY250546 Local authority Wigan Inspection number 10106273 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 to 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 5 March 2015

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Information about this early years setting

The childminder registered in 2001 and lives in Leigh, Lancashire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector had a tour of the childminder's home. She discussed with the childminder how she organises her setting and how she plans the curriculum for children. n The inspector observed the quality of teaching during activities and evaluated the impact this has on children's learning. n Several discussions were held between the inspector and the childminder at appropriate times during the inspection. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector viewed relevant documentation, including evidence of the suitability of all adults living on the premises. n The inspector took account of the views of children spoken to on the day. Parents' views were taken account of from written feedback provided.

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Inspection activities

10 December 2019 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

10 December 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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