Childminder in Wigan

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children form secure relationships with the childminder, who is kind and nurturing in her approach. Children are clearly happy and feel safe. They enjoy the time they spend at this warm and welcoming setting.

p.2

The provision is good

Children are confident and eagerly join in with activities. When playing independently, children select what they would like to play with and spend a long time concentrating on their chosen tasks. For example, children choose to play with dolls. They work collaboratively to 'feed' the babies and try hard to sit them up. Children learn new vocabulary, such as 'weaning', as they play. They receive praise and encouragement from the childminder. This helps children to feel valued and secure.

p.2

The provision is good

Children understand what the childminder expects of them. There are rules in place to help them to learn right from wrong. Children use their manners and show kindness and respect for one another. They learn to share and take turns. Children happily take turns lifting flaps in a pop-up book. They behave appropriately for their age. Following the COVID-19 pandemic restrictions, the childminder has been supporting children's confidence in social situations by planning outings. As a result, children are mostly confident around the inspector and excitedly share their toys and engage in conversations.

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need to do better?

n The childminder knows the children well and plans activities that reflect their interests and build on what children already know. The childminder knows the children enjoy using play dough. She encourages children to use a variety of tools to manipulate the dough. This helps to strengthen children's hands for when they learn to write. n The childminder does not always demonstrate a precise understanding of how young children learn. She has not created a balance of adult-led and child- initiated play. As a result, activities are too heavily adult-led, which means that children are sat down at tables for considerable lengths of time. This does not meet all children's needs and, as a result, they become restless and disengaged. This impacts on learning. n Children are confident communicators. The childminder enthusiastically reads books and recites rhymes to the children. Children independently request their

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need to do better?

favourite song through a voice-activated speaker. This enables children to develop their knowledge of different language structures and a wide range of vocabulary in use. n The childminder teaches children about the property of shapes. However, she does not consistently use mathematical language. For example, she describes

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need to do better?

29 April 2022 small shapes as 'baby' shapes and larger shapes as 'grown up' or 'mummy' shapes. As a result, children do not develop a clear understanding of mathematical language relating to measurement. n Parents consistently give positive comments about the care their children receive. Parents are happy that they receive photos and information about their children's experiences. However, the childminder does not provide suggestions to parents about how they can further support children's learning at home. n The childminder provides a range of experiences for children to explore the local community. The childminder plans regular outings to local parks, nature trails and shops. Children are excited as they recall a recent outing. They talk about climbing trees and explain that flowers grow in spring. Children develop a good understanding of the world around them. n The childminder prepares children for the next stage of their education. For

p.2

need to do better?

example, she is part of a network of childminders who regularly meet up. This helps to enhance children's social development. Children become confident in large groups of children and familiar with new environments. This helps children to feel secure and prepared for their transition to their new school. n Children benefit from opportunities to manage risks as they play. For example, children concentrate as they carefully climb up steps to the slide. When children are unsure, they ask the childminder to hold their hands. Children cheer in delight as they reach the top and are happy with their achievement. Children develop their self-confidence and resilience.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding issues. She has recently completed training to ensure that her knowledge remains up to date. The childminder is aware of how to report any concerns about children's welfare. She demonstrates a robust understanding on how to respond in certain situations, including supporting children who may be at risk of exploitation. The childminder maintains a safe and secure home. She teaches children how to keep themselves safe when out in the local community. Children know to hold hands and learn about road safety.

p.3

should:

n strengthen partnerships with parents so that they know how to support children to learn at home n enhance routines so that there is a balance of adult-led and child-initiated activities n use language that enables children to develop their mathematical understanding.

p.3

Setting details

Unique reference number EY553215 Local authority Wigan Inspection number 10174257 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Wigan. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises with childminder. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder provided the inspector with a sample of key documentation on request n Parents shared their views of the setting with the inspector.

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Inspection activities

29 April 2022 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

29 April 2022 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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