Shone, John Charles

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 well cared for by the childminder and his co-childminder. The children are safe and secure and enjoy spending time here. Children have formed positive bonds with their peers and with the childminder. The childminder cuddles and feeds babies as he follows their routine. Young children beam as he sings nursery rhymes to them. Toddlers giggle with glee as they look at books together. The childminder encourages young children to recognise animals in books. He repeats animal noises to babies. This helps to promote their communication and language development.

p.2

The provision is good

The childminder has high expectations of all children. He plans exciting activities that interest them. This helps children gain a thirst for learning. The childminder is a positive role model for children. He encourages them to use their manners and to be kind to each other. Children behave very well. The childminder praises children for sharing. This helps to increase their self-esteem.

p.2

The provision is good

The childminder recognises the impact of COVID-19 on some children, by reducing their contact with others. He takes children to local parks. He offers them social activities, such as outings to farms and to the library. This helps children gain a deeper knowledge and understanding of the world around them.

p.2

need to do better?

n The childminder ensures that children follow good hygiene routines. He talks to children about why we wash our hands before eating food. However, the childminder does not always give healthy choices of drinks during snack time. This does not help children learn more about how to keep their teeth healthy. n The childminder reflects on his practice to further develop his knowledge and skills. He is currently working towards a level 4 early years qualification. The childminder completes supervisions with his co-childminder. This helps to support and identify his training needs, in order to improve practice and support children further. n The childminder knows children well. He observes them in their play. The childminder ensures that children remember what they have learned and plans their next steps well. This helps children to make good progress in their learning. n The childminder promotes early literacy very well. Children choose books

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need to do better?

independently. Young children learn how to handle books and how to turn pages. They are excited to show the childminder the animals they can see in their books. As a result, children gain a love for books from a young age. n The childminder involves parents in the evaluations of his setting. Parents are very happy with the standard of care provided. They are thankful for the good progress their children have made with their speech. Parents praise the

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need to do better?

20 October 2022 childminder for helping to improve children's confidence. These partnerships help children receive a consistency of care. n The childminder ensures that children get targeted support within the setting. If early help is required, the childminder effectively works with parents and other professionals. He understands the referral process in his locality and where to get support for families. This helps all children, including those with special educational needs and/or disabilities, to be well prepared for their next stage of learning. n The childminder promotes children's physical skills well. Children fill and empty containers with sawdust when playing in the heavy-duty, large, plastic tray. They build towers together using blocks. These opportunities help to develop children's small-muscle movements. Children enjoy riding up and down the outdoor ramp on ride-on toys. They enjoy dancing to music. This helps to

p.2

need to do better?

develop their large-muscle movements. n The childminder extends children's learning as they play. He asks them questions to assess their understanding. Occasionally, children can become distracted by other noises in the room, such as the television. This means children are not always able to sustain their focused interest in activities. n The childminder teaches children about other cultures. He celebrates a range of festivals with them. This helps children learn about people and communities that may be different to their own.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of how to keep children safe. He recognises the signs that may indicate a child is at risk of harm. The childminder knows the procedures to follow if he has concerns about children's welfare. He understands his duty to be vigilant to possible indicators that a child or family may be at risk of being drawn into extremist behaviours. The childminder attends training to ensure that he is up to date with safeguarding issues. Robust risk assessments are in place. The childminder ensures that children are familiar with emergency procedures and learn about road safety when going on outings.

p.3

should:

n ensure children receive healthy drinks throughout the day, to further support their well-being and development n minimise distractions to encourage children to focus on their chosen activities for even longer.

p.3

Setting details

Unique reference number EY460307 Local authority Wigan Inspection number 10236123 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 6 Date of previous inspection 13 March 2017

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Tyldesley, Wigan. He operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works alongside a co-childminder.

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 her evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n Parents' views were taken account of by the inspector by reading their written comments. n The inspector held discussions with the childminder and children at appropriate times during the inspection.

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Inspection activities

20 October 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

20 October 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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