Childminder in DerbyshireOfsted inspection, 29 Jun 2015

Inspection date

Previous inspection date 29 June 2015 12 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 childminder makes observations of children's development so that she knows what they need to learn next. As a result, she can support them during play to make progress in their learning.  The teaching is good. The childminder's interactions with children encourage them to think and solve problems. Consequently, children are motivated to try out their ideas.  The childminder provides a varied range of activities and resources based on children's interests and learning needs. Therefore, children enjoy learning through play.  The childminder creates a warm and welcoming environment. She communicates effectively with parents and they share information that supports children's ongoing care and learning. As a result, children feel secure in her care.  The childminder has a suitable understanding of how to recognise concerns about a child's welfare. She uses training about safeguarding and other relevant information to

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This provision is good

keep herself up to date.  The childminder strives to continually improve. She identifies training and support that will help develop her practice.  The childminder incorporates the views of parents when she evaluates her provision. As a result, she implements improvements that reflect the needs of parents and children.

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It is not yet outstanding because:

 The childminder reviews children's learning but assessments are not always very precise. As a result, children's next steps in learning are occasionally not specific enough to promote the very best progress.  The childminder does not sharply evaluate the quality of her teaching to identify how effectively her interactions support children's early language development.

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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 assessments of children's learning so that they more effectively identify specific targets for what children need to learn next, in order for their progress to be accelerated  focus more precisely on how interactions have an impact on children's learning, particularly their language skills, ensuring evaluations of practice identify opportunities to further develop the quality of teaching.

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Inspection activities

 The inspector observed activities and routines in the playroom and kitchen. She viewed the areas of the house used for childminding.  The inspector conducted a joint observation with the childminder.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of the suitability of all household members and the childminder's qualifications. She also looked at the childminder's self-evaluation form and discussed her improvement plan.  The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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who attend. This is good

Children make good progress in their learning because the childminder knows them well. She observes children's current stages of development so that she can identify what they need to learn next. For example, she provides babies with toys that they can push along as they learn to walk. The childminder organises activities based on children's interests. They make treasure boxes to build on their fascination with collecting things and filling containers. Children are confident to have a go at solving problems, for example, they match jigsaw pieces together. This is because the childminder uses good teaching methods to show them how to think about the problem. The childminder effectively adapts activities for younger children, for example, by simplifying the language she uses during instructions. Older children have the opportunity to practise forming the letters in their name in preparation for when they start school. The childminder reviews children's

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who attend. This is good

progress using relevant information about child development. However, assessments are not always sharply focused enough to break down children's learning into detailed steps that promote rapid progress. For example, early language is broadly supported but individual children's development is not always targeted with specific approaches.

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good

The childminder is perceptive to children's ongoing needs. She knows children well and quickly recognises when they are teething, tired or hungry. Communication with parents is tailored to their preferred methods and supports the childminder's knowledge of children's care needs. Consequently, children are happy and form secure attachments, which are reinforced through warm interactions and cuddles. Children are confident to independently access things they need to extend their own play. For example, they know where to find additional blankets so they can cover up their dolls. The childminder promotes a healthy diet by offering a wide choice of fruit and salad at mealtimes. Children enjoy trying them and talk about which they like. The childminder values outdoor play and fresh air. She makes good use of her garden and local parks.

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provision is good

The childminder has a good understanding of how to implement the Early Years Foundation Stage. She evaluates her provision using information from parents so she has clear idea of her strengths and areas for improvement. The childminder is developing her garden so that it is accessible in all weathers and has introduced new communication methods for parents. She uses support from her development officer to identify further training. Since her last inspection the childminder has attended training to improved her knowledge of children's different learning preferences. She has good connections to the local school and has identified that she needs to know more about how they teach letter sounds. The childminder has not reflected in detail on how effective her interactions with children are, especially in supporting their language skills. As a result, she has not found ways to further improve the quality of teaching so that it reaches an outstanding level.

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Setting details

Unique reference number EY253180 Local authority Derbyshire Inspection number 860380 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 12 October 2011

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Telephone number

The childminder was registered in 2003 and lives in Derbyshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for 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

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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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