Ilsley, Lorraine

Inspection date

Previous inspection date 9 November 2015 29 May 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 All children, including disabled children and those with special educational needs, make ongoing progress in their learning and development. The childminder has established very effective relationships with parents and other professionals. This enables her to offer children continuity in their care and learning.  The quality of teaching is consistently good. The childminder accurately observes and assesses the progress that children make. She uses this information to plan a range of meaningful experiences that motivate children to learn.  Effective settling-in procedures enable the childminder to form secure relationships with children and their families. Children who are new to the setting are given time and space to explore and investigate their new surroundings safely.  Toddlers are highly engaged and independently access a stimulating range of resources and toys. They learn about rhythm in music and enjoy a variety of more vigorous

p.1

This provision is good

physical activities.  Since the last inspection, the childminder has gained a relevant childcare qualification. There is a well-established programme of professional development which helps her to update her knowledge, understanding and practice. The childminder undertakes specific training to support children's individual needs.

p.1

It is not yet outstanding because:

 The monitoring of children's progress is not yet sharply focused in order to give a clear overview of how all children can be supported to achieve at the highest level.  The childminder does not always give children enough time to think about and respond to questions.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 enhance the existing procedures for monitoring children's progress to make certain that all children are supported to achieve their very best  give children enough time to process their thoughts and share their ideas as they respond to questions.

p.2

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 looked at a selection of policies, procedures and children's records.  The inspector checked evidence of the suitability and qualifications of the childminder and evidence to confirm the suitability of all adults living on the premises.  The inspector took account of parental opinion through written feedback provided.

p.2

Effectiveness of the leadership and management is good

The experienced childminder has a secure understanding of her responsibility to teach children and keep them safe. The arrangements for safeguarding are effective. The childminder fully understands the procedures to follow should she have a concern about a child in her care. The childminder is committed to promoting good quality provision for children and their parents. She takes into account their views when evaluating her provision and has clear plans for improvement. The childminder plans a range of activities which children enjoy and become involved in. She uses assessment effectively, including the progress check for children between the ages of two and three years. However, the childminder does not always use the information gained through assessment more precisely to identify how to support all children to make even better progress.

p.3

Quality of teaching, learning and assessment is good

Children demonstrate good levels of curiosity when exploring a range of appropriate toys and resources. They concentrate for long periods considering their ages. Children are developing good communication and language skills. The childminder includes children in regular conversations. She instinctively pronounces words correctly, ensuring that children hear the correct pronunciation. The childminder uses a good range of probing questions that stimulate children's interest and engagement during activities. However, she occasionally becomes too enthusiastic and answers questions before children are able to respond or demonstrate what they know. Young children play well together and are learning how to share toys and resources. The childminder's relationships with parents are strong. She regularly keeps them informed of their child's progress. She continually seeks information about children's accomplishments at home, using this to complement her

p.3

Quality of teaching, learning and assessment is good

planning of activities and teaching. These good teaching strategies prepare children well for their next stage in learning, such as school.

p.3

Personal development, behaviour and welfare are good

Children enter the childminder's home with confidence. They form close friendships with others of a similar age. Toddlers are encouraged to become independent. The childminder supports them to put on and take off coats and shoes as they access the garden. The childminder consistently offers children praise for their efforts which influences their understanding of what appropriate behaviour is. Children understand the need to wash their hands before eating food and after stroking the pet rabbit. The childminder plans regular visits into the local community. Children learn about the people who live and work within the neighbourhood. Children develop good social skills. They routinely attend local toddler groups and learn how to interact and play alongside others.

p.3

Outcomes for children are good

All children make ongoing progress based on their starting points, including disabled children and those with special educational needs. Younger children are developing good literacy skills. They enjoy looking at books and reading stories with the childminder. Children enjoy making marks and are beginning to understand that these carry meaning.

p.3

Setting details

Unique reference number EY438428 Local authority Central Bedfordshire Inspection number 853924 Type of provision Childminder Day care type Childminder Age range of children 0 - 12 Total number of places 6 Number of children on roll 10

p.4

Telephone number

The childminder was registered in 2011 and lives in the village of Barton-le-Clay, Bedfordshire. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and provides funded early education for two-, three- and four-year- old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5