Childminder in Worcestershire

Inspection date

Previous inspection date 15 September 2015 7 September 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The well-qualified childminder has a good understanding of the different ways children learn. She uses this knowledge well to provide children with a stimulating environment and a wealth of high-quality learning experiences.  Children's good health is successfully promoted. They are provided with lots of opportunities to be physically active and enjoy healthy meals and snacks.  The childminder provides an environment where everyone is valued, listened to and included. Children display high levels of self-esteem and show a growing awareness of differences and similarities between themselves and others.  The childminder and her assistant effectively encourage children's good behaviour. They are positive role models and successfully promote an atmosphere of care, consideration and respect.  Parents are very complimentary about the childminder and her assistant. They value their childcare experience and praise their kindness, dedication and professionalism.

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This provision is good

 The childminder works closely and effectively with her assistant. Their different personalities and skills complement each other well.

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It is not yet outstanding because:

 The childminder does not always exchange clear information with parents and other early years providers about children's interests, needs and achievements. Therefore, a shared approach to successfully support children's learning and development is not fully established.  The childminder and her assistant do not robustly reflect on the quality and impact of their teaching to help promote the best possible outcomes for children.

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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

 exchange more precise information with parents and other early years providers to promote greater continuity in children's learning and help gain a more accurate picture of what children know, like and can do  reflect further on the quality and impact of teaching, so that professional development and plans for the future are more precisely focused on helping children to make the best possible progress.

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Inspection activities

 The inspector viewed all areas of the childminder's home used for childminding and observed children engaged in a variety of activities.  The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection.  The inspector looked at a sample of policies, training records and children's assessment records, and discussed the childminder's self-evaluation.  The inspector checked evidence of the suitability of all adults living and working in the childminder's home.  The inspector took account of the views of parents spoken to on the day and those recorded on questionnaires, greetings cards, emails and letters sent to the childminder.  The inspector completed a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The childminder is well organised. She closely monitors the work of her assistant and ensures that she fully understands her policies and procedures. The arrangements for safeguarding are effective. The childminder and her assistant have a secure knowledge and understanding of safeguarding issues. They confidently describe many of the possible indicators of abuse and know what to do if they have any concerns. Children are closely supervised and a good range of safety precautions are in place to help protect them. The childminder and her assistant constantly review all aspects of the childminding provision. They regularly discuss children's progress and share ideas gained through personal research, experience and training. However, the childminder and her assistant do not robustly reflect on the quality and impact of their teaching. Consequently, professional development and plans for improvement are not always effectively focused on helping

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Effectiveness of the leadership and management is good

children make the best possible progress.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of what children can achieve. Through her fun and enthusiastic approach, she successfully fosters positive attitudes to learning. Children, including those who speak English as an additional language, show good listening and speaking skills. The childminder and her assistant interact well with children. They frequently encourage children to recall events, describe what they are doing and communicate their ideas. Toddlers babble happily as they play and older children happily talk about things that interest them. Children of all ages enjoy singing songs and looking at books. The childminder provides plenty of opportunities and reasons for pre-school children to write for a purpose. They enjoy recording lists of things they intend to do and write menus for the role-play cafe. Babies and toddlers learn how to use their hands to manipulate and use a wide range of materials at their own pace. They show a strong

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Quality of teaching, learning and assessment is good

sense of curiosity and enjoy experimenting with sand, water, paint and dough.

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Personal development, behaviour and welfare are good

Children are happy and settled. They are comfortable in their surroundings and are very familiar with the daily routine. The childminder and her assistant provide good support for children due to move on to other early years provisions and school. They actively encourage their independence and talk to them positively about the move. The childminder forges good relationships with parents and other early years provisions. They regularly talk about children's welfare and exchange information about some of the experiences planned and provided for them. However, precise information is not always exchanged about what individual children know, like and can do. Consequently, children's progress is not supported to the highest level.

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Outcomes for children are good

Children, including those who receive funded early education, make good progress from their starting points. The childminder carefully assesses children's progress and effectively uses what she discovers to plan for the next steps in their learning development.

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Setting details

Unique reference number EY367051 Local authority Worcestershire Inspection number 863875 Type of provision Childminder Day care type Childminder Age range of children 0 - 12 Total number of places 12 Number of children on roll 14

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Name of provider

Date of previous inspection 7 September 2011

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Telephone number

The childminder was registered in 2007 and lives in Worcester. At times, she works with an assistant. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an early years degree. The childminder provides funded early education for three-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

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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