Childminder in Staffordshire

Inspection date

Previous inspection date 17 March 2015 24 May 2010

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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 has a good knowledge and understanding of how children learn and develop. As a result, she plans activities that match children's interests and support the learning taking place in other settings.  Children are confident and motivated to explore and play, which has a positive impact on their learning and development.  The childminder provides a welcoming environment for children, which results in them feeling safe and secure.  Partnership working with staff from other settings is strong. Consequently, relevant information is shared to ensure children's individual needs are met and they benefit from continuity in their care and learning.  Children are safeguarded. The childminder implements the required policies and procedures, which ensure that children are effectively protected and kept safe from harm.

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It is not yet outstanding because:

 Opportunities are sometimes missed for children to further develop their interest in reading.  The childminder does not share ideas and suggestions with parents in order to continue children's learning and development at home.

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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

 support children's interest in reading further, for example, by supporting them to learn words by making the environment rich in print, such as providing labels and signs for resources and equipment  share ideas and suggestions with parents about children's learning and development so this can be continued at home.

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Inspection activities

 The inspector spoke to the childminder and the children at appropriate times throughout the inspection.  The inspector observed several activities in the downstairs rooms.  The inspector conducted a joint observation with the childminder.  The inspector sampled a range of the childminder's documentation, including Disclosure and Barring Services checks, qualifications, safeguarding policies and procedures, risk assessments and children's learning records.  The inspector acknowledged the written views of parents.

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who attend. This is good

The childminder provides good-quality teaching, ensuring children make good progress in their development. Assessments are precise and the childminder uses the information about children's achievements to plan for their learning. The childminder competently works with children's interests and integrates all areas of learning during activities. Children enjoy creative activities as they use different materials and learn how to use scissors safely. The childminder engages children in conversation and questions to promote their learning by encouraging them to count and identify different colours. The childminder provides a range of resources for children to access. However, there is scope to extend children's understanding that print carries meaning, for example, by providing labels on resources, to help develop their literacy skills. The childminder effectively complements children's learning experiences in other settings as she plans activities with

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who attend. This is good

the same theme. Children's independence is well promoted so that they develop good skills, ensuring they are well prepared for their future learning at school. Parents' written comments show that they are pleased with the care their children receive and the range of activities offered. However, the childminder has yet to share ideas and suggestions with parents in order for them to continue learning with their children at home.

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good

The childminder creates a friendly atmosphere and children clearly feel comfortable and relaxed in her care. The childminder discusses how she manages children's behaviour and how she shares her high expectations with the children. Children follow good hygiene procedures, for example, as they wash their hands before eating. The childminder sits with the children when they are eating and lively conversation flows between them. Children enjoy their time at the childminder's home and activities complement those offered in other settings. Children are encouraged to be independent as they put on their own coats and shoes before going outside. Daily fresh air and exercise is promoted as children have access to the garden and visit local parks, which helps their physical development.

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provision is good

The childminder has a good understanding of her responsibility to protect and safeguard children, which is reflected in her thorough risk assessments and safety procedures. To improve the quality of the provision, the childminder attends regular training and meets with other childminders to share good practice, which she then implements. The childminder uses her knowledge of the seven areas of learning and partnership working with staff from other settings to monitor how well children are progressing in their learning. She effectively plans activities to support children's progress and is skilled in responding to spontaneous situations to engage children's interest and extend their learning. Parents are well informed about the organisation of the provision.

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Setting details

Unique reference number 209785 Local authority Staffordshire Inspection number 865639 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Telephone number

The childminder was registered in 1989 and lives in Tamworth, Staffordshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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