Beaven, Stacey Ann

Inspection date

Previous inspection date 24 November 2015 14 December 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 childminder uses observations and assessments of children's learning effectively to plan an interesting environment and provide many challenging activities.  Consistent checks on children's development ensure they reach good outcomes in their learning. Good teaching helps maintain their good progress in preparation for future learning and the move to school.  There are secure relationships between the childminder and the children. They seek her out for support and encouragement and include her in their play. This demonstrates that they feel safe.  The childminder is committed to improving her practice and provision. She completes regular training courses, which helps develop her teaching practice, and updates resources depending on children's needs and interests.  There are positive partnerships between the childminder and parents. She includes them in their children's learning, shares information about their development and

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This provision is good

incorporates their suggestions into her provision.  Good partnership working with other settings children attend, external agencies and schools helps to share important information to support children's development.

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It is not yet outstanding because:

 Children do always have enough time to think through their answers when responding to questions from staff.  Children's understanding that print carries meaning is not always fully developed to support their early literacy skills.

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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

 consider the amount of time given when children respond to questions to help develop their thinking skills  support children's knowledge and understanding that print carries meaning to improve their literacy skills.

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Inspection activities

 The inspector observed activities and the childminder's contact with children.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at the childminder's written documentation, including policies, suitability documents and the self-evaluation form.  The inspector viewed written feedback from parents to gain their views.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of early years requirements. She provides an interesting environment and plans activities that promote nearly all areas of learning and development effectively. The childminder considers the views of parents and children when evaluating her provision and practice. She encourages children to tell her about their interests, which helps her to provide resources and activities that motivate them to learn. For example, children said they wanted more construction materials. Safeguarding is effective. The childminder has a secure knowledge and understanding of child protection procedures and her role in keeping children safe. The childminder completes regular training to ensure she is aware of changes in legislation.

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Quality of teaching, learning and assessment is good

Teaching is good. Children concentrate for long periods on specific activities. They explore independently before the childminder extends their play in appropriate ways. Children enjoyed grouping bears into different colours and talking about their sizes. The children then used spoons and tongs to pick up the bears. This helped develop their small muscle skills. The childminder seamlessly incorporates mathematical language into children's play and activities. She counts resources with children and uses mathematical language such as 'bigger', 'smaller' and 'wider'. Children's language skills and concept of different sizes are promoted well. Children start to know how to use technology. For example, they enjoy looking at electronic 'noisy books' and pressing buttons to create different sounds.

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Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming environment. Children are happy and confident when exploring the activities and resources. The childminder encourages children to be independent and develops their sense of responsibility. For example, children know that they have to help clear away their toys when they are finished. Children have opportunities to develop their large physical skills. They enjoy trips to local woodland, where they build 'dens', and visiting play parks. The childminder teaches children about how to keep themselves safe. When travelling in the car, or visiting parks or woodlands, she sings songs with children, which highlight simple road safety rules. Therefore, children know the meaning of simple traffic signals and warning signs. Children have a good understanding of what the childminder expects from them and behave well.

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Outcomes for children are good

Children reach good outcomes in their communication, number, and emotional development as they make good progress in their learning, given their starting points. They are confident with others and have the willingness to try out new things. This helps prepare them for their move to school.

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Setting details

Unique reference number EY429543 Local authority West Sussex Inspection number 823523 Type of provision Childminder Day care type Childminder Age range of children 2 - 7 Total number of places 5 Number of children on roll 8

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Name of provider

Date of previous inspection 14 December 2011

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Telephone number

The childminder registered in 2011 and lives in Horsham, West Sussex. The childminder operates Monday to Friday from 7.45am until 6pm.

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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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