Edwards Carolyne Anne

Inspection date

Previous inspection date 23 February 2015 9 December 2009

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This inspection: Good 2

Previous inspection: Good 2 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 regularly assesses children's progress and effectively uses this information to identify clear next steps in each child's learning. She shares assessment reports with all parents to support children's learning at home.  Children enjoy a wide range of regular, weekly activities and outings, which enable them to make good progress across all areas of learning.  The childminder provides a caring, homely environment. She work with parents to ensure children's individual routines and changing care needs are well met. Parents appreciate the childminder's flexibility, commitment and her reliability.  Children are well cared for in a safe environment. They learn about the importance of road and fire safety. The childminder encourages children to be independent. As a result, they develop good self-care skills and follow appropriate hygiene routines.  The children are happy and eager to join in well-planned activities together. They have

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This provision is good

a good relationship with the childminder and form friendships with their peers.  The childminder is very experienced and challenges children effectively to help prepare them for pre-school and school. She has a secure knowledge of the Early Years Foundation Stage and effectively monitors her provision.

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It is not yet outstanding because:

 The childminder does not consistently support children to learn about managing their own feelings and behaviour effectively.  The links with pre-school and schools children are moving on to are not secure enough to ensure that children are prepared emotionally as well as possible.

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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

 improve links with pre-schools and schools that children will move on to, in order to prepare children so they are emotionally ready for the changes ahead  support children more effectively to manage their own feelings and behaviour by, for example, helping them to share and take turns fairly.

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Inspection activities

 The inspector observed teaching and learning activities in the lounge.  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 held discussions with the childminder and children when appropriate.  The inspector checked evidence of the suitability and qualifications of the childminder and her self-evaluation form.  The inspector took account of the views of children and parents spoken to on the day of inspection and views expressed in letters received by the childminder from parents.

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who attend. This is good

The childminder plans exciting outings, such as trips to museums, to provide a wealth of valuable learning experiences. The childminder often relates activities and resources to a topic to maintain children's interest. For example, the children learn about Spring and animals as they visit a farm, make a picture with animal stickers, talk about the baby animals and play with the farm set. Children are developing good language skills as the childminder initiates lots of singing about the farm animals. The childminder regularly assesses children's progress and shares these reports with parents. She provides individual support and effectively promotes children's understanding of numbers as they count well and play with a good range of resources. Children have a good appreciation of books. The childminder enthusiastically reads stories about farm animals and involves the children in talking about the story. Children are confident to retell their favourite stories. Discussions

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who attend. This is good

about sounds and letters help equip them with skills needed for school.

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good

Children enjoy their time in the childminder's care and develop a good sense of belonging. The childminder encourages children to socialise and, as a result, they grow in confidence. This supports children's emotional well-being. However, the childminder does not work closely enough with pre-schools and schools that children are due to move on to, in order to fully prepare them emotionally for the changes ahead. Children show good concentration. For example, they persist with challenging jigsaw puzzles. The childminder praises children and they are proud of their achievements. She ensures appropriate resources are set out to welcome children and match their interests. For example, children use their imagination as they play well together with the train track. However, occasionally, the childminder does not help children enough to manage their own feelings and behaviour, particularly with regard to sharing toys. This means there are sometimes

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good

minor disagreements between children. Children begin to develop an understanding of the benefits of walking to school and have good routines to ensure their safety. Children sit nicely to eat their packed lunch and the childminder provides nutritious cooked meals. They willingly take on responsibilities, such as helping to prepare snacks or tidying away. Children develop good physical skills as they enjoy regular time in the garden, parks and soft-play activities.

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provision is good

The childminder has a good knowledge of child development and the learning and development requirements. She ensures the environment and experiences she provides promote children's development in all areas of learning. The childminder has a sound knowledge of how to safeguard children and attends training to keep her knowledge up to date. She has updated her policies and she has effective record-keeping systems in place to meet children's needs. The childminder discusses good practice ideas with other childminders. She reviews her own practice and seeks the views of parents. The childminder has positive relationships with parents and provides advice when needed.

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Setting details

Unique reference number 204547 Local authority Worcestershire Inspection number 865253 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 9 December 2009

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Telephone number

The childminder was registered in 1993 and lives on the outskirts of Droitwich. Her provision operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate level 3 qualification and is a member of a childminding network.

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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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