Walton Julie

Inspection date

Previous inspection date 10 June 2015 7 October 2011

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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 children are motivated by the excellent enthusiasm and teaching skills of the childminder. She focuses on children's communication and language skills superbly, asking open-ended questions and ensuring children are given time to answer. This helps children to make good progress in all aspects of their learning and development.  The childminder shows genuine warmth and affection towards children. She provides a nurturing environment where children feel valued, well cared for and secure. Consequently, children's emotional well-being is effectively promoted and they are comfortable and happy in the childminder's care.  Children are kept safe. The childminder has a good understanding of how to safeguard children, and ensures her premises are safe and secure. She knows who to contact if there are any concerns about a child's welfare.  Strong partnerships with local schools have been established. As a result, children are

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This provision is good

effectively supported as they move between settings, and enjoy consistency in their care and learning experiences.  The childminder is focused upon providing high-quality childcare. She has a clear understanding of her role and responsibilities under the Early Years Foundation Stage, and regularly updates her knowledge through training, and discussion with other childminders.

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It is not yet outstanding because:

 Children's progress is not as swift as possible because the childminder does not always obtain information from parents about their children's learning and development at home.  The childminder does not always obtain the views of parents, children or other professionals with whom she works to enrich her evaluation of her own practice.

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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

 obtain and record information regularly from parents about children's learning and development at home to promote even swifter progress  enhance the provision further by consistently obtaining the views of parents, children and other professionals when evaluating the quality of care and learning, and use this information to ensure that plans for future development are targeted on improving children's experiences.

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Inspection activities

 The inspector observed the interactions between the childminder and children during their play.  The inspector carried out a joint observation of a learning activity, and discussed the quality of teaching and learning with the childminder.  The inspector held discussions with the childminder and children at appropriate times during the inspection.  The inspector looked through children's assessment records, and reviewed a selection of records, policies and procedures.  The inspector checked evidence of the suitability for the childminder and adult members of the household, and viewed documents to verify the childminder's qualifications.  The inspector took account of the views of parents spoken to on the day of inspection.

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who attend. This is good

Teaching is good and sometimes outstanding. The childminder completes regular observations of children as they play and uses this to plan future experiences that are linked to their interests. Children enjoy planned activities linked to the current topic of nature as they learn about the life cycle of a butterfly. The childminder's enthusiasm and ability to make learning fun ensures that children make good progress in their learning. Children enjoy choosing and sharing their favourite books which the childminder reads animatedly. Children's communication skills flourish as they excitedly discuss different characters when sharing books and predict what might happen. The childminder provides a stimulating and challenging range of activities. These activities develop children's skills in readiness for the next stage in their learning and their eventual move to school. Parents refer to how happy they are with their children's development and progress. The

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who attend. This is good

childminder seeks information when children first start about their capabilities. She also provides parents with ideas and activities to extend their children's learning at home. However, the childminder does not gather ongoing information about children's learning at home so that she can consolidate their learning and accelerate their progress.

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good

Children demonstrate that they feel safe and secure as they quickly build warm, trusting relationships with the childminder. The childminder provides clear guidance for children about what is acceptable behaviour. Children respond positively and this helps them as they gain skills in understanding the needs of others, as well as sharing and taking turns. Children also learn about safety as they are reminded about how to use scissors. The childminder promotes children's independence skills as they slice their own fruit and butter their own toast at snack time. Children have opportunities to be active and engage in physical play in the garden and local parks. Children are competent at managing their personal needs relative to their age.

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provision is good

The childminder is committed to providing high-quality care and learning. Children's development is effectively monitored to ensure that no child falls behind. The childminder works in partnership with parents and other professionals, such as teachers at the local school. Consequently, children who are due to attend school are well prepared. The childminder reflects on her practice and regularly updates her skills. For example, she has recently attended a course on communication and language. The childminder also monitors the practice of her assistant in order to maintain a high standard of teaching. The childminder is able to identify strengths and areas for development within the provision. However, she does not always obtain the views of parents, children and others with whom she works, in order to sharply focus any improvements on the areas that will have the most positive impact on children's needs.

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Setting details

Unique reference number 224606 Local authority Stoke on Trent Inspection number 866184 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

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Name of provider

Date of previous inspection 7 October 2011

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Telephone number

The childminder was registered in 2000 and lives in Stoke-on-Trent. She operates all year round from 6.30am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder also works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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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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