Childminder in Warwickshire

Inspection date

Previous inspection date 12 June 2015 11 August 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

 Children make good progress in their learning and development. The childminder makes use of what she knows about children to plan and provide a variety of activities that promote their next steps in learning.  The childminder's home is well adapted to provide children with stimulating experiences. She has a dedicated playroom in the house and children have access to a vast range of resources inside and out. Therefore, children are highly motivated to learn as they demonstrate great confidence in deciding what they want to play with.  Children develop good physical skills as the childminder promotes these well. She encourages children to move in different ways. For example, they use scooters in the garden which they propel forwards using their legs. She also challenges them to make use of different tools and equipment, which they operate using their hands.  The childminder keeps her safeguarding knowledge up to date. She ensures that she

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This provision is good

checks the environment to minimise any hazards to children. She is clear about the procedures she would need to follow should she have any concerns about the welfare of a child within her care. Therefore, children are kept safe and protected from harm.  The childminder evaluates the setting. She is very precise in these evaluations and sets herself clear targets to work towards. Therefore, she can demonstrate she is in a good position to continually improve the outcomes for children and raise the standards of the setting further.

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It is not yet outstanding because:

 Children's thinking and problem solving skills are not always extended well. This is because opportunities are sometimes missed to ask questions and allow children time to respond.  Partnerships with parents are not yet highly effective. Therefore, children's learning between the setting and home is not promoted to the highest level.

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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

 enhance children's thinking and problem solving skills, for example, by making the most of opportunities to ask questions and allow them time to respond  better promote children's learning between the setting and home by working more collaboratively in partnerships with parents.

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Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with the childminder throughout the inspection.  The inspector looked at the documents available, including children's learning records, policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder and discussed her methods for self-evaluation.  The inspector sought parents' views from written comments available.

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who attend. This is good

The quality of teaching is consistently good. The childminder provides children with a mix of child-initiated and adult-led play. For example, children choose to play with small-world toys, such as the doll's house and vehicles. She plays with them at floor level and helps them to develop their imaginative play based on their own experiences. The childminder provides children with well-organised activities based on their interests and what she wants them to learn. Children enjoy filling and emptying containers full of beans. The childminder encourages them to use mathematical language and experiment with different containers and materials. However, when the childminder leads activities, opportunities are sometimes missed to promote children's thinking and problem solving skills to the highest level. The childminder often asks questions, but then does not allow children enough time to think and respond before she promptly answers for them. Equally, when

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who attend. This is good

there are opportunities for children to solve problems, rather than asking them questions to help them do so, she gives them a solution. The childminder makes use of an online programme to record, and keep an eye on, children's progress. This enables her to clearly see what children are achieving and how she can promote their good progress further.

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good

The childminder is friendly and kind as she helps children to settle in gradually. She gets to know the children well and forms positive relationships with them. She also keeps herself informed of children's care needs as they grow. This is because the childminder understands the importance of children feeling safe and secure in the setting, before they will fully explore and learn. Therefore, children demonstrate that they are happy and relaxed in her care. The childminder promotes the desired social and emotional skills children will need for the next stage of their learning. She encourages them to behave well by offering them simple boundaries and explanations for why some behaviours are unwanted. She also promotes them to share, take turns and play nicely with their peers.

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provision is good

The childminder fully understands her responsibility to meet the requirements of the Early Years Foundation Stage. She has documentation in place that supports her practice and promotes children's safety and welfare. Therefore, care practices are of good quality. The childminder has developed partnerships with parents, professionals and other providers. Information about children's care needs and learning is shared. However, partnerships with parents are not as highly successful as others. The childminder has not developed clear strategies to get them fully involved in their children's learning both in the setting and at home. As a result, children do not benefit from a shared approach to their learning, to promote their achievements to the highest level. The childminder is well qualified. She accesses training to boost her knowledge and skills. She identifies her training needs and has plans in place to continue to keep up to date. Therefore, children benefit from

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provision is good

consistently good quality care and education.

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Setting details

Unique reference number EY422347 Local authority Warwickshire Inspection number 852311 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 11 August 2011

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Telephone number

The childminder was registered in 2011. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years 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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