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

Children are happy with this warm and friendly childminder. They enjoy learning through play as the childminder plans activities that are based on their interests. For example, when children are interested in cars, the childminder supports them to park numbered cars in numbered car parking spaces, defrost frozen cars in the garden and learn about road safety. The childminder encourages children to keep themselves safe by only walking when indoors and slicing fruit with care.

p.2

The provision is good

Children's behaviour is good. The childminder supports them to share with their friends and practise taking turns. Children have lots of opportunities to develop their independence skills. The childminder patiently encourages children to put on their own coats and shoes to go outdoors. Children proudly shout, 'I did it' and give the childminder a 'high five'. The childminder praises children for trying hard, which helps to develop their confidence and motivation to learn.

p.2

The provision is good

The childminder has an ambitious vision of what she wants children to learn. She tailors her curriculum around the needs of the children in her care. Children at different ages and stages of development learn alongside each other. The childminder supports and extends children's learning through quality interactions. Children benefit from lots of engaging experiences outside of the setting. For example, they meet friends at playgroups, visit the farm and play outdoors. These experiences enhance the curriculum for all children.

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need to do better?

n The childminder supports children's speech development. She models clear communication skills and focuses on the words that she wants children to learn. The childminder supports children to use more challenging vocabulary that is appropriate their age. Children learn words such as 'underground' and 'raincoat' as the childminder supports them to use electronic toys. As a result, children become confident talkers with a wide vocabulary. n The childminder uses assessment effectively to ensure that children make good progress. She closely monitors children's progress in all areas and uses her observations to plan for children's next steps in learning. The childminder provides parents with information about children's learning and how they can support it at home. When she recognises a delay in children's learning, she ensures that children receive the support they need. Because of this, all children make good progress.

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need to do better?

n The childminder teaches children in a clear and engaging way. She supports children to make discoveries for themselves. For example, children enjoy using an outdoor exploration area where they combine different substances, such as vinegar and baking powder, to make 'potions'. The childminder encourages

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need to do better?

22 November 2024 children to listen to the fizzing and watch closely as the liquid changes. She talks to children about the changes, adding new vocabulary such as 'liquid' and 'gas'. Through this, children develop good attitudes to their learning. n The childminder provides some opportunities for children to understand and learn about different cultures. For instance, children learn about the festival of Holi and Diwali through craft activities. However, she does not actively teach children to recognise and celebrate their similarities and differences. As a result, children do not gain a good understanding of what makes them unique. n The childminder nurtures secure attachments with children. She listens carefully to what they say, and children develop confidence in her care. However, the childminder does not always teach children to name their big emotions or give them useful strategies to resolve their feelings. As a result, children sometimes

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need to do better?

become frustrated and find it difficult to learn how to self-regulate their behaviour. n The childminder supports children to make healthy choices. She supports parents and children to understand the importance of a good diet and oral health. Children talk about the impact of juice on their teeth as they drink water and eat fruit at snack time. Children are physically active indoors and outdoors. They develop an understanding of how to keep themselves healthy. n The childminder is reflective in her practice. She asks parents for feedback and acts upon what they say. When she identifies areas for improvement, she takes steps to improve practice such as undertaking training. As a result, this helps practice in the setting to constantly improve.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop the curriculum further to support children to understand and appreciate what makes them unique. n help children to manage and understand their emotions, such as by building on opportunities for children to identify and talk about their feelings.

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Setting details

Unique reference number EY539896 Local authority Wigan Inspection number 10363943 Type of provision Childminder

p.4

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 10 Date of previous inspection 16 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Astley, Wigan. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare for children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector spoke to children to find out about their time at the setting. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector spoke to several parents during the inspection and took account of their views.

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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

22 November 2024 22 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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