Hope, Samantha Jane

Inspection date

Previous inspection date 18 August 2015 2 April 2012

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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 has a thorough understanding of how children learn through play. She uses good and effective teaching techniques and has a good knowledge of children's individual needs and interests to provide a wide variety of engaging activities. Children make good progress in their learning in readiness for school.  Children are excited and enthusiastic early learners. The good level of care and concern shown by the childminder nurtures children's love of learning through play effectively.  Children are happy and form close bonds with the childminder. This is because they receive warm and affectionate care from this attentive childminder. This helps children feel safe, secure and have a strong sense of belonging.  Partnerships with parents and other early years providers are good. This makes a strong contribution to meeting children's needs.  The childminder places a high priority on promoting children's ongoing safety and

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This provision is good

welfare. She has a good understanding of the procedures to follow in the event of a concern about a child in her care.  The childminder is motivated and committed to professional development. She undertakes training and has good systems in place for reflecting on her practice, and has a clear vision for improvement and continuous development.

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It is not yet outstanding because:

 The childminder does not ask parents for a wide enough range of information about children's existing skills and knowledge when they first start.  The childminder provides fewer opportunities for children to fully extend their understanding of diversity and learn about the similarities and differences between themselves and others.

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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

 establish even firmer starting points for children's learning by seeking precise, detailed information from parents about their child's prior learning and development when they first begin to attend  improve opportunities for children to learn about diversity and the wider society in which they live.

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Inspection activities

 The inspector looked at areas of the premises that are used for childminding.  The inspector jointly observed and discussed the teaching and learning activities provided with the childminder.  The inspector spoke to the childminder and children at appropriate times during 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 looked at the childminder's self-evaluation form and talked to the childminder about her plans for improvement.  The inspector took account of parents' views provided in recent questionnaires.

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who attend. This is good

Children benefit from their time with the childminder because she provides them with a homely and stimulating environment in which they can play and learn. Children develop good communication and language skills. They are articulate and confident during their play and interactions with the childminder. This is because the childminder constantly uses open questions to extend their vocabulary and thinking. Children develop good mathematical skills and older children count with confidence. They recognise significant numbers in a number line, such as their own age, and are beginning to use language to describe position and size. While manipulating play dough, they talk about big and long shapes and the trains that go over and under the bridge. All children develop a love of books; older children especially enjoy looking at non-fiction books and share their expertise with the childminder as they talk about dinosaurs. Regular observations of

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who attend. This is good

children capture their achievements and the childminder uses this information to identify their next steps in learning. This information is shared regularly with parents and helps them to be involved in their learning at home. The childminder gathers some information from parents when children start. However, she does not ask them enough about what their children already know and can do to provide her with extremely precise starting points for children's future learning.

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good

The childminder provides a lovely, caring environment where children confidently make themselves at home and share their views. Children's well-being, health and physical development are promoted successfully. They enjoy healthy snacks and meals and good opportunities to spend time in the garden. Children's behaviour is very good and they begin to learn about sharing and work together as a team to tidy away the toys. Children benefit from regular outings in the local area; they visit the library, local parks and soft- play centres. This helps to develop their social skills and confidence. Children learn about how to keep themselves safe within the home and the childminder talks to them about road safety on outings. The childminder supports children to learn about some aspects of the world around them. However, opportunities to help children learn about positive attitudes to diversity and recognise their own differences and similarities are not fully

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good

embraced. Good arrangements support children when they move on to their next phase in learning, as successful links with local pre-schools and schools are in place.

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provision is good

The childminder has a secure knowledge of the legal requirements and how to keep children safe. She continually reflects on the quality of teaching and learning and keeps a close check on children's progress and shares this with parents. This ensures that any gaps in children's learning are quickly identified and planned for. The childminder recognises the value of training and how this helps to improve her provision to promote good outcomes for children. Parents speak very positively about the care provided.

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Setting details

Unique reference number EY434464 Local authority Dudley Inspection number 853535 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 2 April 2012

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Telephone number

The childminder was registered in 2011 and lives in Brierley Hill, Dudley. 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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