Childminder in Warwickshire

Inspection date

Previous inspection date 11 June 2015 16 February 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 quality of teaching is good. Therefore, children make good progress in their learning and development. The childminder gathers information from parents about children's starting points and their interests. She uses this information to plan a good balance of child-initiated play and adult-led activities, which target children's learning needs from the outset.  The childminder is attentive towards children's individual needs. As a result, children form strong attachments with the childminder, which helps them to feel secure and supports their emotional well-being.  The childminder has a clear understanding of the procedures to follow, should she have concerns about a child in her care. Risk assessments ensure children are kept safe, both in the home and on outings. As a result, they are effectively safeguarded and protected from harm.  The qualified childminder effectively monitors and evaluates her service to identify

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This provision is good

areas for improvement. Continuous professional development ensures that she is constantly reflecting upon her knowledge.  The childminder is a positive role model. She provides children with consistent praise and encouragement, and teaches them to share and take turns. As a result, children play happily together and learn social skills in readiness for their next stage in learning.

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It is not yet outstanding because:

 The childminder does not always exchange learning and development information with staff at other settings where some children attend.  The childminder does not always give children enough time to process and repeat the range of words that they hear. Therefore, children's language development is not fully promoted.

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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

 strengthen the arrangements for sharing information and partnership working with other early years settings that children attend, in order to fully support children's learning and development  make the most of all opportunities to help children develop confidence and to extend their range of vocabulary by giving them enough time to process and repeat what they hear.

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Inspection activities

 The inspector viewed all areas of the home used for childminding.  The inspector observed teaching and learning activities in indoor and outdoor environments.  The inspector looked at a sample of policies, children's assessment records and planning documentation.  The inspector checked evidence of the suitability of the childminder and her family.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector observed and discussed a learning activity with the childminder.  The inspector discussed the childminder's self-evaluation process.

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who attend. This is good

Children are making good progress in their learning and development, and effectively develop skills to support their future learning. The childminder completes purposeful, formative observations of children's achievements to check their continuous progress. This information is used to identify what they need to learn next. Children develop an interest in books. They choose their favourite stories and enjoy sharing these with the childminder. They listen and point to pictures that they are familiar with. The childminder follows children's interest well. She encourages them to develop an understanding of different sounds as they play musical instruments. Together they have fun, as they join in with action songs and rhymes. The childminder uses a range of ways to support children to develop their speech and language skills. For example, she talks to them constantly and links actions with words. However, sometimes the pace at which she talks to children is

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who attend. This is good

too quick. This means children do not always have the opportunity to process and repeat what they hear. Consequently, the range of words that children use is not consistently extended. The childminder regularly shares with parents what she knows about their child during daily discussions. This means that parents are kept informed of the activities that the childminder provides, and learning at home is promoted. However, partnerships have not been fully developed with other settings that some children attend. Therefore, the childminder is not always fully aware of what children are achieving elsewhere to help her focus her future planning.

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good

Children are warmly welcomed into the childminder's home, and their emotional and physical needs are met well. The childminder has a caring nature and is sensitive to children's individual needs and preferences. She is a good role model and actively encourages children to use good manners. Children behave well because the childminder gives them age-appropriate boundaries and praises good behaviour. They gain good social skills and an awareness of the world around them through visits to community groups and outings in the local environment. Children's healthy lifestyles are promoted well. They experience plenty of opportunities for physical exercise and parents are encouraged to provide a good range of healthy food.

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provision is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. Policies and procedures are in place and successfully implemented. She recognises the signs of abuse and has procedures in place, if she is concerned about a child in her care. She checks what children are learning to ensure they continue to make good progress. The childminder proactively accesses opportunities for professional development and implements changes within her practice. Parents and children also have an active role in determining improvements to the childminder's practice. Good partnerships with parents effectively promote children's learning and well-being.

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Setting details

Unique reference number 201580 Local authority Warwickshire Inspection number 871046 Type of provision Childminder Registration category Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 16 February 2011

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Telephone number

The childminder was registered in 2001 and lives in Atherstone, Warwickshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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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