Law, Marian

Inspection date

Previous inspection date 16 July 2015 4 February 2015

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This inspection: Good 2

Previous inspection: Inadequate 4 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 is continually enhancing her knowledge of the learning and development requirements through her own professional development. She also seeks and acts upon support from the local authority.  Children are making good progress in their learning because the childminder is secure in her understanding of their development. She gathers key information through her observations to clearly identify the next steps in children's learning.  Relationships between the childminder, children and each other are strong. They enjoy regular opportunities to meet with other children, which helps them to develop good social skills.  Children are protected well. The childminder has a secure understanding of her role and responsibility to safeguard children. Rigorous routines are in place when transporting children to and from other settings to ensure they remain safe.  Partnerships with parents and other providers are good. Parents and other early years

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This provision is good

settings regularly share information about children's learning and achievements, which supports the continuity of care.  Children are settled and happy because the childminder has familiar routines, and reflects on and reviews her practice to ensure that they feel safe and secure.

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It is not yet outstanding because:

 Opportunities for children to enhance their growing recognition of print in the environment are not yet fully effective.  Children's access to resources to support their role play and imaginative games is limited.

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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

 extend opportunities for children to access the range of resources more easily, as they develop and enjoy their spontaneous imaginary play  support children in being able to see the print displayed in the environment more easily as they recognise familiar words and signs.

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Inspection activities

 The inspector viewed the areas of the premises used for childminding, observed the childminder's interaction with children and discussed all aspects of her practice.  The inspector took account of parents' views through written feedback.  The inspector looked at children's observation and assessment records.  The inspector checked evidence of the suitability of the childminder and adults within the home, and discussed the childminder's processes for self-evaluation.  The inspector completed an observation of an activity led by the childminder and discussed how children's learning was supported.

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who attend. This is good

The childminder demonstrates a secure knowledge of children's individual needs and abilities. She plans a wide variety of interesting and enjoyable play activities that continually enhance children's learning. Observations and assessments are informative and used effectively to identify and plan for the next steps in children's learning. As a result, children make good progress. Children's language and communication skills are promoted very well. The childminder asks questions that encourage their developing language and reinforces their understanding by pronouncing words correctly. Labels and illustrations are displayed within the environment to encourage children's recognition of print, although these are not always within younger children's visual range. Children enjoy role play and use their imagination. However, the range of resources to support their spontaneous role play, including those that reflect their own experiences at home, are not always easily

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good

Children's individual needs are well known. Time is spent getting to know children and their families and becoming familiar with their individual routines. Children are supported as they learn to negotiate through play, take turns and share toys. They receive lots of praise and encouragement which helps to build their confidence and self-esteem. Children spend lots of time outdoors in the fresh air, where they use a variety of equipment to help promote their physical development. Mealtimes are enjoyable, social occasions where children sit with the childminder who encourages them to talk about their morning. Children develop independence skills as they choose the activities they wish to play. The childminder supports the extension of these skills to help them as they move on to school, such as putting their own shoes on before going outside.

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provision is good

Children's well-being and safety are a priority. Since the last inspection, the childminder has diligently addressed issues relating to children's safety effectively. The childminder remains within required adult-to-child ratios and clear routines have been implemented to ensure that children remain safe when picking them up from pre-school. Clear assessments are now in place to minimise risks within the home, garden and when on outings. The childminder has a secure understanding of her role in safeguarding children and the process to follow if she is concerned about a child. The childminder has embraced self-evaluation, including gaining the views of parents and reflecting on her own practice. She is proactive with regard to her professional development. Recent training in planning for children's next steps has enabled her to clearly identify children's ages and abilities and plan for their future learning more effectively. She is now completing the required

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provision is good

progress check for children between the ages of two and three years, when necessary. Parents speak highly about the service they and their children receive and recognise the valuable service the childminder provides.

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Setting details

Unique reference number 225892 Local authority Leicestershire Inspection number 1006660 Type of provision Childminder Registration category Childminder Age range of children 0 - 12 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 4 February 2015

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Telephone number

The childminder was registered in 1999. She lives in Glenfield in Leicester. The childminder operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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