Thorpe, Amanda Jane

Inspection date

Previous inspection date 6 August 2015 29 September 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 because the childminder provides children with a broad range of challenging and stimulating activities. As a result, all children make good progress across the seven areas of learning.  Children's emotional well-being is effectively promoted because they play and learn in a warm, homely and friendly environment. Therefore, children show independence and confidence in the childminder's home.  The childminder shows commitment to her ongoing professional development. She has attended a number of training courses, which ensures she has a good understanding of the requirements of the Early Years Foundation Stage.  The childminder establishes good partnerships with parents. Information is shared on a daily basis about children's learning and development. As a result, children benefit from continuity of care and learning.  The childminder provides healthy snacks and drinks for children and very good

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This provision is good

provision is made for outdoor play so that they benefit from being in the fresh air. As a result, children's health and well-being are successfully promoted.  The childminder implements her safeguarding and welfare policies effectively in her practice. She has a sound awareness of child protection issues and how to protect and safeguard children at all times. The childminder has undertaken recent safeguarding training to enhance her already strong knowledge and understanding.

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It is not yet outstanding because:

 The childminder does not always make the best possible use of opportunities to swiftly identify the next steps in children's learning, in order to maximise their progress.  The childminder has not yet fully established working partnerships with all other settings that the children attend. This means opportunities are sometimes missed to further consolidate children's learning.

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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

 refine the quality of assessments to more rigorously identify how to move children to the next stage of their development  strengthen the working partnerships with other settings that children attend to share purposeful information about their development, in order to maximise children's learning.

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Inspection activities

 The inspector observed interactions between the childminder and children during indoor and outdoor play.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector sampled a range of documentation, including evidence of the suitability of adults living on the premises, the childminder's qualifications, children's development records and a selection of policies and procedures.  The inspector jointly observed and discussed with the childminder the teaching and learning activities provided.  The inspector took account of the verbal and written views of parents.

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who attend. This is good

The childminder has a good understanding of how to promote children's learning and development through good quality play opportunities. She is calm and positive, and her enthusiastic approach creates an effective learning environment. For example, she sits on the floor fully engaged in children's activities as they draw around each other's feet. As children play, the childminder takes opportunities to teach and encourage them. For example, she asks them to count the number of feet they have drawn. She introduces size and shape as she measures her footprint against the children's prints and questions them about whose feet are the biggest or smallest. Children enjoy hunting for dinosaurs hidden under soil and making mud pies. The childminder models language effectively and encourages children to engage in conversations with her, helping to strengthen their communication and language skills. Consequently, children gain a good range of skills

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who attend. This is good

needed for the next stage in their learning. Each child has a development folder containing photographs that show children engaged in different activities and samples of their artwork. This supports her evidence of their progress and is shared with parents. The childminder regularly assesses children's progress using a development tracker. However, she does not always make the best possible use of opportunities to swiftly identify the next steps in children's learning, in order to maximise their progress.

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good

Children form strong relationships with the childminder and her family, which means they are happy and settled. The childminder manages children's behaviour well as she uses a calm and consistent approach to reinforce boundaries and expectations. As a result, children play cooperatively together and learn to be kind and polite. Children's personal, social and emotional development is effectively promoted. Children follow good hygiene practices as they wash their hands after using the toilet and before meals. Children are offered healthy nutritious snacks which the childminder encourages them to prepare themselves.

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provision is good

The childminder is well qualified and experienced and she uses her knowledge well to ensure children make good progress in their learning. She has a good understanding of how to meet the requirements of the Early Years Foundation Stage. She uses self- evaluation to identify her strengths and areas of improvement. For example, she identified that children need more space to play and therefore has plans to build a covered area in the garden. The childminder monitors her own professional development by attending relevant training and gleaning information from other childminders to improve her knowledge and skills. She is aware of the importance of partnership working with parents and cares for children who attend the local school and other provisions. However, working partnerships between the childminder and the professionals at each of these settings have not yet been fully established.

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Setting details

Unique reference number EY421980 Local authority Sheffield Inspection number 852279 Type of provision Childminder Registration category Childminder Age range of children 0 - 13 Total number of places 6 Number of children on roll 13

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Name of provider

Date of previous inspection 29 September 2011

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Telephone number

The childminder was registered in 2011 and lives in the Stradbroke area of Sheffield. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 2 qualification.

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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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