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, secure and develop warm relationships with the childminder, who knows them well. When children first start to attend the childminder gathers important information from parents about their childs care and prior learning. This is used to provide a personalised approach to settling children and helps to ensure that their care and learning needs are met.

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The provision is good

The childminder provides a curriculum based on her understanding of what children need to learn next and their emerging interests. Children are encouraged to choose from a selection of resources and initiate their own play. The childminder places a high priority on developing children's communication and language skills. Children enjoy sharing stories and remember the name of their favourite author. They snuggle up to the childminder, looking at the pictures and talking about what they think may happen next as the childminder shares the story. Furthermore, children join in with enthusiasm when singing rhymes and songs. Opportunities such as these, help to develop children's communication skills.

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The provision is good

The childminder helps children to regulate their emotions. She promotes kindness and teaches children to take turns and share the resources available. When minor disagreements occur, the childmdienrs supports children to understand the impact their behaviour has on others. Children are aware of the childminder's expectations for their behaviour and behave well.

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need to do better?

n Overall, the childminder uses her knowledge of children's current stage of development and next steps in learning as children participate in their chosen activities. Occasionally, however, the childminder does not always adapt her teaching when implementing activities in order to consistently meet the learning needs of younger children. At these times, the learning of younger children is less well considered. n The childminder takes a kind and caring approach to support the children in her setting. She follows their interests and supports them to make independent choices. Children are encouraged to do things for themselves. For example, children remember that they must wash their hands before snack time. They choose what they would like to eat from a healthy selection of fruit and breadsticks. This helps to foster children's independence, confidence and self- esteem. n The childminder weaves mathematics through daily activities and routines.

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need to do better?

Children show a good understanding of number and regularly count. For example, the childminder helps children to count out the plates and name colours during play. Children learn to identify similarities and differences and

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need to do better?

28 May 2025 enthusiastically remark 'this is the same' when comparing images while playing picture dominoes. Children know the names of shapes and use different mathematical language as they play. They are developing important mathematical skills in a fun way. n The childminder talks to children as they play. She introduces new words and helps children to pronounce them correctly and within context. This is particularly helpful for children who are learning English as an additional language. That said, there are times when the childminder asks children questions in quick succession. This means that children do not always have time to think and respond. n Parents value the support the childminder provides. The childminder discusses what children have been doing with parents on a daily basis. She shares ideas of things parents may wish to try at home to further support their child's learning. Parents welcome advice on topics such as toilet training and teething. This helps

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need to do better?

to provide a consistent approach to children's learning and development. n The childminder is aware of the need for continual professional development. She reflects on her practice and identifies online professional development opportunities to help enhance her practice. For example, she has accessed training to help develop the use of small spaces within the environment.

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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 adapt the implementation of activities to meet the learning needs of younger children more precisely n give children time to think and respond when asking questions in order that they benefit the most from the learning experience.

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Setting details

Unique reference number 134351 Local authority Wigan Inspection number 10380353 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 15 Date of previous inspection 6 June 2019

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Information about this early years setting

The childminder registered in 1992 and lives in Tyldesley, Manchester. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector during the inspection. n The inspector observed interactions between the childminder and children. n The inspector took account of the views of parents during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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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

28 May 2025 28 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

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

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