Lamb Shirley

Inspection date

Previous inspection date 9 November 2015 2 April 2009

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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

 Good quality interaction from the childminder means that all children enjoy their learning and make good progress.  Children learn to be thoughtful, caring and kind as they play. They are respectful and develop good relationships with others.  The childminder reflects on all aspects of her provision to help her identify and address areas for improvement. She improves her knowledge through training and research, which has a direct impact on the outcomes for children.  Children receive lots of praise and encouragement from the childminder during their play. Their confidence and self-esteem develop well.  The childminder makes good use of the space within her home to provide children with a wide choice of activities, both indoors and outdoors. Their independence increases and they develop good skills for the next stage in their learning.  Children are confident communicators and develop strong early literacy skills. They

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This provision is good

learn about text and use a range of writing tools.

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It is not yet outstanding because:

 The childminder does not always make the most of opportunities to extend children's physical development, for example, during planned creative activities.  Although the childminder requests information about children's prior learning from parents, she has not fully considered how to gather detailed information when children first start to help her to fully understand their learning needs from day one.

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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

 provide more opportunities to extend older children's physical development during planned activities  gain more detailed information from parents about children's starting points to help plan for children's progress initially.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at children's records, planning documentation and a sample of other documentation, including policies and procedures.  The inspector took account of the childminder's self-evaluation and written feedback from parents.

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Effectiveness of the leadership and management is good

The childminder has a confident awareness of the requirements. She monitors children's learning well and completes regular assessments of their progress. Once children are attending, she has a good understanding of their individual development needs. The childminder plans and provides a wide range of fun activities that help all children in taking the next step in their learning. She links well with other professionals. She has the skills to support individual children in areas of learning that they find particularly challenging. Safeguarding is effective. The childminder has a secure understanding of the procedures to follow in the event of a child protection concern. This helps her to keep children safe. Parents receive regular information about the activities children are involved in and the progress they make, keeping them involved.

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Quality of teaching, learning and assessment is good

Children are motivated and keen to learn. Activities are interesting and usually reflect children's learning needs well. The childminder is actively involved as they play, extending children's learning through her involvement. For example, she introduces them to new vocabulary and concepts as they talk about Remembrance Day. During daily routines she frequently involves children in counting and word rhyming games. Good organisation of the play environments helps to extend children's independence, literacy skills and increase their choices. For example, when children choose to come indoors to play, they help each other to hang their coats up on clearly labelled pegs with photographs and written names. The children are keen to experiment and explore, which helps them to make connections in their learning. For example, as they played in the water they learnt that the more they splashed their hands, the more bubbles they made.

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Personal development, behaviour and welfare are good

Children settle well due to the caring attention they receive from the childminder. She understands and responds positively to their individual needs, for example, children have special items and photographs from home close by to reassure them. The childminder is quick to praise children for their efforts and achievements and encourages them to work together. Children feel proud and they are confident to have a go at activities. The play environments are well organised so that children can play in safety. Under close supervision, the childminder teaches children how to use tools safely, such as knives and graters to make their own sandwiches. They learn how to keep healthy, such as the reasons for washing hands.

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Outcomes for children are good

Children are keen to explore and confident to experiment. They are increasingly independent, developing skills that prepare them well for the next stage in their learning.

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Setting details

Unique reference number EY224615 Local authority Wiltshire Inspection number 837057 Type of provision Childminder Day care type Childminder Age range of children 1 - 9 Total number of places 6 Number of children on roll 15

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Name of provider

Date of previous inspection 2 April 2009

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Telephone number

The childminder registered in 2002. She lives in the Bishopdown area of Salisbury, in Wiltshire. The childminder accepts funding for free early years education for children aged two, three and four years. The childminder provides care on weekdays from 7.30am to 6pm all year around.

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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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