Thorpe, Jade

Inspection date

Previous inspection date 2 October 2015 10 May 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

 Children thrive in this warm and welcoming setting. The childminder provides a positive and friendly welcome to children and their families. Children quickly feel settled and at ease in the childminder's care.  The childminder supports children's early communication and language skills extremely well. She plans a wide range of activities which stimulate and challenge children's development. Children make good progress in their learning.  The childminder has established good working relationships with parents and with other settings that children attend. She works hard to ensure that there is a reliable and consistent two-way flow of information about children's learning and development. This ensures continuity for children.  The childminder supports children to engage with the local community. She visits various groups where they can socialise with other children. These experiences help to shape and develop children's attitudes and prepare them for the move to nursery or

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This provision is good

school.  The childminder has good knowledge of the learning and development requirements and uses good systems for observing, assessing and planning for children's needs.

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It is not yet outstanding because:

 The childminder has not focused her own professional development sufficiently on improving her teaching skills, so that children make the best possible progress.

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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

 target the programme of professional development even more effectively on developing first-rate teaching practice that increases the potential for children to make the best possible progress in their learning.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector evaluated an activity with the childminder.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector looked at relevant documentation, such as the childminder's self- evaluation and evidence of the suitability of the childminder and other adults living in the home.  The inspector took account of the views of parents by reading recently completed questionnaires.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage and implements it well. She carries out regular risk assessments on her home to ensure it is safe for children. The arrangements for safeguarding are effective. The childminder fully understands her role and responsibilities to protect children from harm. She regularly attends relevant safeguarding and paediatric first-aid training to update her knowledge. The childminder is a dedicated professional. She evaluates her practice and implements changes where she identifies that things could be done better. For example, since her last inspection she has established much stronger links with other childminding colleagues and the local nursery. She works together with these settings to ensure that planning and assessment of children that they have in common are well monitored. Consequently, children have good consistency in their learning.

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Quality of teaching, learning and assessment is good

Young children's communication skills are developing well. The childminder involves them in regular conversations as they play and instinctively repeats words back to them to aid their early communication skills. The childminder praises babies' physical skills when they successfully roll a ball towards her. They clap their hands and shout in delight because they are proud of their achievement. The childminder's relationships with parents are strong. She regularly shares assessments of children's learning and development with them. The childminder is dedicated to her practice and demonstrates consistently good teaching skills. However, she does not focus her professional development on improving the quality of her teaching even further. This limits the potential for children to achieve at the very highest levels.

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Personal development, behaviour and welfare are good

Children are very happy and settled in the childminder's care. She establishes nurturing and caring relationships with them which enable them to be ready to learn. The childminder encourages good hygiene routines and provides daily opportunities for children to play outdoors, in order to promote their physical well-being. The well-laid-out environment enables even young children to learn how to be independent. They easily select toys and resources that interest them and motivate them to learn. The childminder is a good role model. She has high expectations of children and behaviour is good.

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Outcomes for children are good

All children make consistently good progress, based on their starting points. The childminder works in partnership with parents and other health professionals to help children who need extra support. This means that any gaps in their learning are narrowed quickly and children are well prepared for the next stage in their learning, such as school or pre-school.

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Setting details

Unique reference number EY435633 Local authority Nottinghamshire Inspection number 853668 Type of provision Childminder Day care type Childminder Age range of children 0 - 12 Total number of places 6 Number of children on roll 11

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Telephone number

The childminder was registered in 2011 and lives in Hucknall, Nottingham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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