Walden Margaret

Inspection date

Previous inspection date 26 March 2015 7 July 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 quality of teaching is good and this helps children to make good progress in their learning. The childminder provides a wide range of play experiences and activities that interest children.  The childminder successfully promotes children's emotional well-being. Children are settled and display a strong sense of belonging. They have formed extremely close attachments with the childminder, as a result of her warm, caring approach and the effective settling-in sessions.  The childminder's teaching consistently supports children's learning, particularly in mathematics. She helps children to develop their understanding of numbers by regularly counting objects as they play.  Children's communication skills are promoted effectively. The childminder models words for children to repeat and they sing nursery rhymes and songs together. This helps children who speak English is an additional language, to develop their skills in English.

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This provision is good

As a result, all children make good progress with their communication and language skills.  The childminder develops her professional knowledge through training and shares practice with other childminders in her local area. This has a positive impact on the service she provides and supports children's achievements over time.

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It is not yet outstanding because:

 The childminder does not seek as much information as possible from parents about what children already know and can do when they first start.  The childminder does not fully encourage parents to share information with her about the progress children make in their learning 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

 build on the range of information gained from parents about children's starting points and use this information to plan even more effectively for their individual learning from the outset  build on opportunities for parents to share information about children's achievements at home, so it can be used to help plan and share ideas about how to move them forward in their learning.

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Inspection activities

 The inspector saw all areas of the premises used for childminding purposes.  The inspector observed a range of learning activities in the dining area and playroom.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector sampled a range of documentation, including evidence of the suitability of adults living on the premises, children's development records, risk assessments and a selection of policies and procedures.  The inspector looked at the childminder's self-evaluation form and talked about her plans for improvement.

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who attend. This is good

The childminder has a good understanding of how to promote children's learning and development through good quality, exciting and stimulating play opportunities. She uses her knowledge of the children well to inform planning, following their interests to engage them. Observations and assessment allows the childminder to accurately identify next steps in children's learning and to plan activities accordingly. The childminder provides stimulating activities that children can enjoy and investigate. They decorate porcelain egg cups for Easter and sprinkle cress seeds on cotton wool to make hair for the egg character, adding googly eyes. Children show dexterity in their movement as they use tweezers to pick up a small cotton ball to paint with. The childminder generally works well with parents when children first start, which helps them to settle easily. However, the childminder does not find out as much as possible about the skills and abilities children

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who attend. This is good

already have. This means she cannot immediately make a full assessment of children's starting points, in order to plan effectively right from the outset. In addition, parents are not fully encouraged to contribute their observations of children's achievements, to help inform the ongoing assessment process and help plan for future learning.

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good

Children's emotional well-being is good. The childminder is warm and caring with the children and offers a homely environment where they are relaxed and content. Children play confidently and independently in an inclusive and well-resourced environment. They enjoy close relationships with the childminder and respond positively to the abundance of attention and praise they receive, which fosters their confidence and self-esteem. Children behave well and are seen sharing, taking turns and enjoying their time with one another. They learn the importance of physical exercise as they engage in physical play in the garden, at local soft-play settings and during the many trips out within the local area. Children learn to manage risk and keep themselves safe through well-planned activities. For example, they practise the emergency evacuation drill, so they know what to do in an emergency situation.

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provision is good

The childminder has a clear understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She ensures children are kept safe and their welfare is promoted. The childminder maintains up-to-date knowledge of the local safeguarding procedures by attending training. She seeks information from relevant websites to promote children's learning and development. She is reflective and able to effectively evaluate her practice, in order to bring about improvements that benefit the children. The childminder has positive relationships with parents. There is a good two-way flow of information about the children's care. The childminder establishes equally effective partnerships with the other early years settings the children attend. She works closely with the pre-school to promote consistency in care and learning.

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Setting details

Unique reference number 225446 Local authority Leicestershire Inspection number 871359 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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Telephone number

The childminder was registered in 1998 and lives in the village of Birstall, Leicestershire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language. She holds a childcare qualification at level 3.

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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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