Ward, Rachel Leesa

Inspection date

Previous inspection date 16 January 2015 19 January 2010

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder takes effective steps to safeguard children. She confidently describes some of the possible signs and symptoms of abuse and knows the correct procedures to follow in the event of any child protection concerns.  The childminder provides children with a wide variety of stimulating experiences that accurately reflect their needs and interests. Consequently, children have a positive attitude towards learning and make good progress.  The childminder is sensitive to children's needs and has a very caring nature. She demonstrates a good understanding of positive and appropriate ways to successfully manage children's behaviour and, on the whole, they behave very well.  The childminder has a comprehensive range of written policies and procedures that are regularly reviewed and shared with parents. These effectively support the safe and efficient management of her provision and the well-being of children.

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This provision is good

 The childminder has established good links with parents, other professionals and early years settings to ensure that children's needs are successfully met and there is continuity in their learning.

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It is not yet outstanding because:

 Children's learning during imaginative play is not supported to the highest level because they do not have access to a wide variety of role-play resources, including those that raise their awareness of how words and number are used in everyday life.  The childminder does not use a wide range of strategies to successfully enhance children's communication and language skills and to encourage their active participation during storytelling and singing activities.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 build on the already good range of resources available to support children's imaginative play, for example, by including 'real-life' items and more resources that help children to see how words and numbers are used in everyday life  devise further ways to enhance children's communication, language and literacy skills and to encourage their participation as they look at books and listen to stories, songs and rhymes, for example, through the use of puppets and other visual aids.

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Inspection activities

 The inspector viewed all areas of the home used for childminding.  The inspector observed children engaged in a variety of activities.  The inspector looked at a sample of policies, children's assessment records and planning documentation.  The inspector carried out a joint observation with the childminder.  The inspector checked evidence of suitability for all household members.  The inspector viewed the childminder's self-evaluation form and comments recorded on questionnaires completed by parents.

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who attend. This is good

Children make good progress because the childminder successfully motivates and supports their learning. She effectively uses what she sees and hears to provide a wide range of learning experiences that reflect children's needs and interests. Children of all ages show a particular interest in imaginative play and demonstrate an avid interest in books and listening to stories and rhymes. The childminder promotes their learning well during these experiences. She offers support, effectively promotes children's communication and language, and provides a variety of resources to stimulate children's imagination, such as dolls and a pretend kitchen. However, a comprehensive range of resources to enhance children's imaginative play and their understanding of how words and numbers are used in everyday life are not readily available. Also, the childminder has not considered introducing props and puppets to encourage young children to participate more as she

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who attend. This is good

reads books to them and they listen to rhymes and songs. As a result, some opportunities to build on children's good progress are not fully embraced.

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good

Children feel safe and secure in the childminder's care. Effective settling-in procedures help children new to the childminder's care adjust to change gradually and in a way that reflects their needs, and those of their parents. Children regularly mix with other adults and children, and through these experiences develop confidence and learn to socialise with others, take turns and share. These are skills they will need in preparation for school and future life. On the whole, children behave very well. The childminder is calm and positive in her approach to managing children's behaviour. She ensures that children are clear about her behaviour expectations and successfully raises their awareness and understanding of ways to protect their safety. The childminder has established good links with other childcare practitioners, local nurseries and schools, and knows where to go should she require any additional support or advice. Consequently, children's individual

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good

needs are effectively known and met, and they receive consistency of care.

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provision is good

The childminder has a secure understanding of her legal responsibilities. She is fully aware of the correct procedures to follow in the event of any child protection concerns. The childminder's home is safe and secure, and all adults living in her home have been suitably vetted. All required documentation is maintained well and is successfully used to ensure the safe and efficient management of her provision. The childminder frequently meets with a group of childminders and they share ideas and information. Since her last inspection, she has improved how she assesses children's progress and has increased resources that help children gain a greater understanding of diversity. The childminder also regularly reflects on her practice, attends a range of training courses and researches childcare-related subjects via the internet. Consequently, she is constantly refining and improving her knowledge, practice and procedures and raising standards.

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Setting details

Unique reference number EY400442 Local authority Warwickshire Inspection number 879389 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 19 January 2010

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Telephone number

The childminder was registered in 2009 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children in Studley. The ground floor of the house and an upstairs bathroom are used for childminding. The childminder operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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