Childminder in LeicestershireOfsted inspection, 26 Mar 2015

Inspection date

Previous inspection date 26 March 2015 22 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

 Children make good progress because the childminder capably supports their learning and development. She has a good understanding of how children learn through play, practise and repetition.  Resources are readily available and accessible. Children have good opportunities to make choices about what they do, and to lead their own learning. The childminder responds well to children's interests, requests, ideas and questions.  The childminder effectively promotes children's personal, social and emotional development. Young children enjoy her cuddles, praise and encouragement. Consequently, children are happy, settled and behave well.  Children's good health is successfully promoted. The childminder provides healthy snacks and meals. Children benefit from opportunities to be physically active as they walk to and from school, play in the garden, go to soft-play centres, and visit local parks.  The childminder develops good partnerships with parents, and other settings that

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This provision is good

children attend, to enable frequent sharing of information. This effectively promotes a consistent approach towards children's care and learning.  Children are kept safe because the childminder has a good understanding of how to protect them from harm. She successfully identifies and minimises potential risks to children.

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It is not yet outstanding because:

 Educational programmes are not fully expanded to offer children an exceptional range of experiences across the seven areas of learning.  The childminder does not maximise opportunities to raise the quality of her practice to outstanding through targeted professional development and training.

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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 further on children's very good learning, for example, by extending the already good range of activities and experiences offered to provide an outstanding variety of interesting, fun and rich experiences that promote children's learning to an even higher level  strengthen professional development plans to identify areas on which to focus further training, in order to achieve outstanding practice.

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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, inside and outdoors.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector looked at children's records and a range of other documentation, including policies and procedures, and discussed the childminder's self-evaluation methods.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector checked evidence of the childminder's training and the suitability of all adults in the household.

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who attend. This is good

The childminder draws on the deep wealth of her experience to support children to make good progress in their learning. The quality of her teaching is good. She accurately assesses children's capabilities and stages of development, and identifies what children need to learn next. She provides a good variety of activities and resources. These are appropriate for the children of various ages who attend, and are used to successfully support their different interests. However, there is scope to broaden and enrich the activities and experiences offered even further, so that learning opportunities for children are outstanding. The childminder interacts very well with children to promote their speaking and language skills. She repeats language, objects, colours and names back to young children, to extend their vocabulary. She asks questions to encourage children to make links between different experiences, and to express their thoughts. The childminder

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who attend. This is good

effectively promotes children's early mathematical skills during play activities. For example, as children play with dough, she skilfully creates opportunities to count, talk about shapes, and to compare sizes. Children's literacy skills develop as they listen to, and join in with, stories, songs and rhymes, and make marks with a variety of materials. The childminder teaches children about sounds and letters. She effectively supports children in gaining the skills that they need, to be ready for the next stage in their learning.

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good

The childminder works in partnership with parents to help children settle in, and to support their well-being. She forms good relationships with children and gets to know them very well. She effectively promotes children's independence and personal-care skills, relative to their ages and capabilities. She supports children's sense of responsibility and cooperation, for example, by encouraging them to help to tidy up. Younger children benefit from regular visits to toddler groups; to develop their social skills and confidence. Overall, children are emotionally well supported for the next stage in their learning, or the move on to school.

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provision is good

The childminder has a good understanding about her role in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She maintains required documentation in order to support children's safety in her provision. She makes good use of guidance materials, for instance, when completing a progress check for children between the ages of two and three years. The childminder reflects on her service to identify strengths and areas for further development. She completes essential training, for example, she regularly refreshes her safeguarding knowledge, and ensures that she has an up-to-date qualification in paediatric first aid. She attends other training courses to improve her practice and skills, and meets regularly with other childminders to share information and ideas. However, the childminder does not yet identify her training needs, to help her to achieve outstanding practice.

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Setting details

Unique reference number 225679 Local authority Leicestershire Inspection number 866244 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 22 December 2009

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Telephone number

The childminder was registered in 1992 and lives in Market Harborough, Leicestershire. The provision operates all year round, from 7am 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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