Boyle, Stephanie Gayle

Inspection date

Previous inspection date 16 September 2015 1 February 2012

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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

 Teaching is consistently strong. The childminder uses a range of teaching methods that are matched to children's individual learning preferences.  The childminder has high expectations of children. There is a clear focus on the importance of communication and language skills to support all areas of learning.  Children make good progress in their learning. Accurate assessments quickly identify any gaps in children's achievement and the childminder offers additional support to ensure gaps are quickly addressed. As a result, all children enter school with the skills required for their future learning.  The childminder carefully tracks children's progress over time. She reviews her assessments of children's learning to check they are making good progress in all areas of learning.  Children use the security of close attachments to the childminder to develop confidence and independence. The childminder teaches children how to assess for risks, so that

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This provision is good

they can learn to keep themselves safe.  The childminder creates a culture of acceptance in her home and promotes the social skills children need to learn and understand tolerance. She provides a range of opportunities to teach children about the wider world.

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It is not yet outstanding because:

 The process of continuous improvement is not always rigorous enough to raise the quality of teaching to outstanding. The childminder has not used sharp evaluations of her practice to inform a focused programme of professional 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 professional development so that it supports a deeper understanding of high-quality teaching and learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed 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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Effectiveness of the leadership and management is good

The childminder uses observations of children and information from parents to make accurate assessments of children's learning. These are used to identify specific areas of learning that require focused support. Effective partnerships with other settings promote continuity in children's learning. The childminder shares children's progress and provides ideas for parents to further their learning at home. Parents value the quality of the care and education provided for children. The arrangements for safeguarding are effective. The childminder attends training and has a clear understanding of how to deal with concerns about children's welfare. The childminder is well qualified. However, she has not used highly focused, continuous professional development to extend her understanding of how children learn and further develop her teaching.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of what children need to learn, in order to help them make a good start at school. She focuses on developing all children's communication and language because she believes it is vital to all other areas of learning. Children have access to a wide range of books. They enjoy listening to the animated voices the childminder uses when she reads to them. The childminder uses a range of teaching methods to help children develop their early speech and meet her high expectations. For example, toddlers are continually introduced to new words and the childminder models how to put two words together. The childminder has a detailed knowledge of individual children's learning. She uses information about their learning preferences, in order to help children achieve the next steps in their development. For example, the childminder provides a wide range of activities that help children learn to count.

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Personal development, behaviour and welfare are good

All children are keen learners. They feel secure in the care of the childminder. Those children who are wary of strangers receive comfort from being close to her. Strong relationships promote children's confidence to explore independently and motivate them to lead their own play. The childminder thinks carefully about her environment and provides interesting activities for children to choose from. Routines are used effectively to promote children's independence. The youngest toddlers show determination as they attempt to put on their own shoes and coats. The childminder continually talks to children about how to assess risks, in order for them to understand dangers in their environment. The childminder nurtures children's acceptance of others and provides explanations about differences when appropriate. She uses local celebrations and a range of resources to expose children to different cultures.

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Outcomes for children are good

Children progress well in their learning, including those whose starting points are below the expected range for their ages. Children's communication and social skills show particularly strong improvements, helping them to gain the confidence needed for the next stages in their learning.

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Setting details

Unique reference number EY432270 Local authority Derbyshire Inspection number 853291 Type of provision Childminder Day care type Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 1 February 2012

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Telephone number

The childminder was registered in 2011 and lives in Glossop, Derbyshire. She operates all year round from 7.30am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds Qualified Teacher Status.

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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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