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 Good

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The provision is good

The childminder knows the children in her care extremely well. She has an effective key-person system. The childminder builds strong bonds with children. This helps them to feel safe and secure. The childminder understands the individual needs of children in her care. For example, when children are feeling tired, she offers them a cuddle. This helps to support children's overall well-being. Children show they are happy and settled. For example, they excitedly ask the childminder to join in with a shopping game. Children show good turn-taking skills and play cooperatively together.

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The provision is good

The childminder offers a wealth of praise and encouragement as children attempt new tasks. This boosts children's self-confidence. Children show good levels of resilience as they keep on trying when they encounter a difficulty. For example, when children struggle to balance their model on the table, the childminder supports them to find ways to solve the problem. Children persevere and remove some of the bricks so it is 'not heavy'. They take pride in their achievements. Children are developing a 'can-do' attitude towards their learning.

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The provision is good

The childminder has created a curriculum that supports children to become confident and independent learners. She sets high expectations for all children. Children benefit from the opportunities provided to develop their independence. For example, older children practise putting their shoes on and spread their own butter on their bread for lunchtime. Younger children wash their own hands and have a go at peeling the skin off their orange at snack time. Children make good progress and are developing a range of important skills that they will need for the future.

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need to do better?

n The childminder provides an ambitious curriculum. She plans exciting play opportunities to support children's next steps in learning. However, the childminder does not always take into consideration the time that young children can sustain their attention on a task. She sometimes attempts to implement too much. This means that, on occasion, younger children lose interest in their learning. During these times, their learning is not fully enhanced. n The childminder promotes children's communication and language development well. She supports their language skills by building on what children know and can do. For example, the childminder understands younger children in her care can make babbling sounds. Therefore, she introduces simple words for children to listen to and repeat. In addition, she engages older children in meaningful conversations to extend their thinking. As a result, children broaden their

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need to do better?

vocabulary and develop the skill to think critically beyond what they know. n The childminder promotes the importance of healthy living and good oral health

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need to do better?

23 August 2024 effectively. Children are offered a variety of healthy choices at lunchtime, such as fruit and vegetables. During mealtimes, the childminder talks with the children about healthy eating and how food can give them energy. Additionally, she provides children with opportunities to brush their teeth. Children are beginning to understand the importance of their own good health. n The childminder is a positive role model for children. She supports them to develop good friendships. During activities, older children share out their resources equally with the younger children. They check to make sure they have enough tools each for the play dough activity. Children are developing kind and respectful attitudes towards each other. n The childminder has good relationships with parents. She provides parents with regular feedback on their child's development through discussions and photos. In addition, she shares ideas and advice with parents to support children's

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need to do better?

learning at home. Consequently, parents feel well informed about their child's care, learning and development. n The childminder is reflective of her own practice. She attends mandatory training, such as safeguarding, and targets further training opportunities to extend her knowledge. In addition, she meets up regularly with other childminders to share ideas and good practice. This information helps the childminder to plan and extend the experiences that children receive. n The childminder is passionate about supporting children with special educational needs and/or disabilities (SEND). She works closely with other professionals, such as the local inclusion team and speech and language therapists, to implement targets to support children's development. This ensures that the needs of children with SEND are met effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the planning of activities to consistently meet the needs of younger children's learning and engagement.

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Setting details

Unique reference number EY471415 Local authority Wigan Inspection number 10350988 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 25 September 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Abram, in the borough of Wigan, Greater Manchester. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 August 2024 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

23 August 2024 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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