Banyard, Andrea Louise

Inspection date

Previous inspection date 28 April 2015 20 May 2010

p.1

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

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Outstanding 1

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder knows the children well. She provides a broad range of activities and resources, which are of interest to the children. This promotes their development across the seven areas of learning.  The childminder uses the space in her home exceedingly well. She successfully creates a vibrant, welcoming and enabling environment.  The childminder mainly uses effective teaching methods, to encourage and plan for children's ongoing learning. Consequently, children make good progress.  Children develop warm and close relationships with the childminder and each other. They are happy and play cooperatively together. This helps them to feel secure.  Children follow good hygiene routines. They enjoy healthy snacks and meals, which promote their good health.  The childminder's knowledge and understanding of safe practice and child-protection issues is secure and helps to keep children safe.  Children develop very good levels of independence because the childminder skilfully

p.1

This provision is good

encourages them to do simple tasks for themselves. This helps them to be ready for the move on to nursery or school.  The childminder takes positive steps to continually improve the quality of her provision.

p.1

It is not yet outstanding because:

 During group activities, the childminder does not always ensure that the less confident children have enough time to talk and think for themselves. This limits their ability to engage fully and make the most of the learning opportunity.  The childminder has yet to build effective communication links with other professionals and the other settings that childminded children attend, to fully enhance all aspects of partnership working.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 enhance teaching by allowing all children more time to think and talk during group activities, to ensure they have increased opportunities to engage fully in learning  strengthen partnership working by ensuring there are robust communication links with other professionals and the other settings children attend, so that children fully benefit from a shared understanding and common approach to promoting their progress.

p.2

Inspection activities

 The inspector observed activities both inside and in the garden of the childminder's home.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector carried a joint observation with the childminder.  The inspector spoke with children and considered the written views of their parents throughout the inspection.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.

p.2

who attend. This is good

The childminder plans exciting daily learning opportunities, which are tailored to individual children's next stages of development. Overall, the childminder's teaching has a positive effect on the progress children are making. She encourages children's language development and communication skills very well. For example, the childminder continually repeats words and phrases back to the children. The childminder joins in play and asks questions, which generally encourage children to think and solve problems. As a result, most children develop the skills needed for their next stage in learning. However, during some group activities, she does not always wait for quieter children to respond before she answers questions for them. This means that they do not always have enough time or opportunity to process information and respond appropriately, which limits their ability to fully engage and benefit from group activities. The childminder communicates with

p.3

who attend. This is good

parents daily, providing verbal feedback about their children's learning and achievements.

p.3

outstanding

Children are actively encouraged to freely and safely explore the areas used for childminding with optimal confidence. They continually make choices about where and what they play with. The childminder is very consistent when supporting children's self- care practices, such as hand washing. She successfully makes use of the daily routine to expertly encourage children to learn new skills. For example, young children routinely chop fruit at snack time. Therefore, children are very independent. The childminder sensitively helps children to settle in when they first start. She has a very warm and attentive approach. Consequently, children settle quickly, form positive bonds with her, and are happy and secure. Children's behaviour is superb. The childminder continually praises children for their efforts, which builds their self-esteem. For example, children show their delight and feel valued, when they are chosen to be 'star of the day'. The

p.3

outstanding

childminder provides a well-balanced selection of home-cooked meals. Children are encouraged to try new foods and to understand why exercise is important to their health.

p.3

provision is good

The childminder promotes the welfare of the children very well. She ensures robust safeguarding policies and procedures are effectively implemented. The childminder and her assistants have appropriate qualifications, including paediatric first aid and safeguarding, to help keep children safe. The childminder holds regular, meaningful supervisions with assistants to review and improve practice. This means they are well qualified and equipped to meet children's emerging needs effectively. The childminder makes use of effective systems for planning and assessment, which ensure that children are continually supported in their next stage of learning. Parents are actively involved in children's ongoing development. They regularly read and comment on children's learning records. However, this partnership working does not extend to all settings childminded children attend, so they do not all benefit from a shared approach to their learning.

p.3

Setting details

Unique reference number EY398922 Local authority Derby, City of Inspection number 860003 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 22

p.4

Telephone number

The childminder was registered in 2009 and lives in Spondon, Derby. She works with another registered childminder and two assistants. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She provides funded early education for three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5