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 unique personalities of each child and forms strong bonds with them. Children demonstrate that they have high levels of secure attachments as they cuddle and chuckle on the childminder's knee. The childminder provides a stimulating and attractive environment for children. The children have a great deal of free choice and can lead their own play. Children are motivated and eager to engage in the wide range of activities provided. The childminder promotes independence and resilience in children by encouraging them to attempt tasks for themselves. She provides just the right amount of support, allowing children to develop their problem-solving skills and grow in confidence.

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The provision is good

Children behave well in the setting. They are taught to respect one another and respond positively to the childminder's clear boundaries and consistent expectations. The childminder models positive behaviour, encouraging children to take turns, share and show kindness towards one another. Children learn to keep themselves and others safe. The childminder encourages children to help her tidy toys away to avoid anyone slipping or falling over. Through the childminder's calm and nurturing approach, children develop strong relationships with both her and their peers. This helps create a secure environment where children feel safe to explore and express themselves.

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need to do better?

n The childminder carries out a detailed assessment of children's abilities when they first start. Parents are fully included in this process. This helps the childminder swiftly identify any areas for development. She works closely with parents, sharing children's next steps in learning to help support children's progress. The childminder has thorough knowledge of how to support all children, including those with special educational needs and/or disabilities. n The childminder incorporates children's interests into their learning. She enriches children's learning experiences by encouraging children to observe their surroundings and engage in conversation about what they see, for example when they spot squirrels outdoors. The childminder skilfully introduces them to new vocabulary in a meaningful way. n Children are taught about the boundaries and rules of the setting through interactions and explanation. Overall, children are cooperative. The childminder

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need to do better?

offers praise when children do as she asks. However, some children still need more support in how to manage their emotions and learn how their actions can impact on others. n Children enjoy regular trips to local play parks and organised playgroups. This allows them to interact and play with a wide range of people. They are able to explore activities as part of a larger group. By building friendships and playing

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need to do better?

3 December 2024 with children of similar ages, they develop confidence. n The childminder provides a well-planned and interesting curriculum. Children use tweezers to divide play dough and pick up small objects. The childminder provides calming stones to help children practise rolling and making imprints in the dough. These opportunities help children develop their fine motor skills. n The childminder ensures that care routines are respectful and promote independence and responsibility. For example, when a child is asked to get a tissue, they are trusted to follow this through independently. After using a tissue, they know to put it in the bin. The childminder gently reminds children to wash their hands afterwards to reinforce good hygiene habits. Children are confident in managing their own self-care. n Children eat lunch together socially at the table. The childminder sits with them. She engages them in conversation about what they are eating and encourages

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need to do better?

them to display positive table manners. Children ask if they can leave the table when they have finished. As a result, children are building social skills for later life. n The childminder takes part in regular training and implements this in her day-to- day practice. She has a supportive group of childminding colleagues who she talks with to share ideas, exchange knowledge from training and collaborate on joint learning activities. Through conversations during training, the childminder has identified areas where she can improve her practice, such as providing resources to teach children about disabilities and cultures. Such improvements help the childminder teach children about similarities and differences.

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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 curriculum for personal, social and emotional development, to help children to fully understand their emotions and how to respond to how they are feeling.

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Setting details

Unique reference number EY494918 Local authority Wigan Inspection number 10355294 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 23 November 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Ashton in Makerfield, Wigan. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-year-old children. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. 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

3 December 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

3 December 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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