Hughes, Hazel

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

The nurturing childminder provides a welcoming home-from-home experience for children and their families. She works closely with parents and gathers thorough information about each child's care routines and prior learning. This is used to provide an individual settling-in experience for each child. The childminder plans experiences to help children learn new skills and make good progress. She offers an ambitious curriculum based upon her understanding of child development and children's emerging interests. This helps to motivate children. They are enthusiastic and develop positive attitudes to their learning.

p.2

The provision is good

The childminder designs a curriculum to help the development of children's personal and social skills. Children develop respectful attitudes as they learn about people who help them. The childminder wants children to be independent. Children as young as two years of age demonstrate impressive skills, as they put on their own sun cream and shoes ready to play outside. Children are very well prepared for the next stage in their learning.

p.2

The provision is good

The childminder is an exceptional role model who has unwavering expectations of all children. She supports children to understand the rules and routines of the setting. Children welcome the childminder into their play and happily share toys and resources. Kindness and good manners are demonstrated by all children.

p.2

need to do better?

n The childminder talks to children as they play and explains what they are doing. She introduces new words to help extend their growing vocabularies. For example, while playing with bubbles, the childminder introduces the words 'pop' and 'disappear'. There are times when the childminder asks questions that children do not know how to answer. At these times, children's communication and language development is less well supported. n The childminder uses her knowledge of children's next steps to help extend their learning as they play and provides a wide range of opportunities that children enjoy. She has a good understanding of what children need to learn next. That said, occasionally, when implementing whole-group activities, the resources are more suitable for older children. Younger children become disengaged and do not benefit fully from the intended learning. n Children are confident and at ease in the care of the childminder. The

p.2

need to do better?

childminder encourages children to develop a range of self-help skills. For example, on hot days children know they should play outside before it becomes 'too hot' and they confidently put on their hats. Children tidy up the toys as they finish playing. This helps to develop children's independence in readiness for future learning.

p.2

need to do better?

1 May 2025 n The childminder has a desire for all children to do well and make good progress. She is always on hand to offer her support and encouragement. The childminder wants children to feel successful in what they are doing. For example, children make 'tea' and 'coffee' in the mud kitchen. The childminder suggests additional resources to help children make 'cakes'. This approach gives children the opportunity to explore and extend their creativity further. n Children learn to count and recognise different quantities. Young children purposefully point to objects and count up to five and beyond. Children compare quantities and understand concepts such as more and less. The childminder introduces children to mathematical vocabulary as they play, such as the properties of shapes. Children are developing their mathematical skills and confidence. n The childminder provides a range of opportunities that children may otherwise

p.2

need to do better?

not experience. Children point to photos on the wall and recall their trips to the farm and going on country walks. Opportunities such as these help children to gain an understanding of the world around them. n Parents value the regular communication the childminder provides about their child's progress. They welcome the childminder's advice and guidance on a range of topics, such as toilet training and dental health. The childminder shares ideas of activities that parents can do at home to help support their child's learning. This helps to promote a consistent approach to children's learning and development.

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 enhance questioning skills so that children's communication and language development is consistently supported n consider all children when planning activities and provide resources that are appropriate to the age and stage of development of the children.

p.3

Setting details

Unique reference number EY385747 Local authority Wigan Inspection number 10380426 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 10 Date of previous inspection 10 June 2019

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Billinge, Wigan. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector completed a joint evaluation of an activity and a learning walk in order to understand the effectiveness of the curriculum and how it is organised. n The inspector observed the quality of teaching during activities and the impact this has on the children's learning. n The inspector held discussions with the childminder at appropriate times throughout the inspection. n The inspector considered written and verbal feedback from parents and spoke to children during the inspection.

p.4

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

1 May 2025 1 May 2025 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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