Childminder in Warwickshire

Inspection date

Previous inspection date 26 November 2015 6 August 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

 The well-qualified childminder has a good understanding of how children learn and develop. She provides a wide variety of rich learning experiences suitable for the children of different ages who attend. There is a well-balanced mix of adult-led activities and opportunities for children to lead their own play and learning.  Children have excellent opportunities to continue their learning outdoors. They are involved with planting and growing fruit, vegetables and flowers. They help to look after the childminder's rabbits and chicken. They learn about wildlife, such as frogs and garden birds.  Babies and children develop strong emotional bonds with the childminder and build good relationships with her and her assistant. The childminder is kind and attentive. She gets to know children very well and is responsive to their interests and needs.  The childminder and her assistant are good role models. They teach children to share,

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This provision is good

take turns and behave well. They give clear and consistent guidance about their expectations for behaviour.  Children's good health is successfully promoted. The childminder provides healthy snacks and nutritious home-cooked meals. There is very good provision for children to be physically active. They play in the garden and visit local parks and play areas.

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It is not yet outstanding because:

 Although the childminder has established strong partnerships with other settings that children attend within the village, the links with settings beyond the village are not as well developed. Information is not shared well enough with these settings to ensure that children's learning and development needs are met exceptionally well.  At times, when older children might benefit from time to consider and respond to questions, the childminder is too eager to answer for them.

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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 arrangements for exchanging information with all settings that children attend, and use shared information to plan learning experiences that reinforce and complement the learning these children experience elsewhere  give older children more time to think and use their developing speaking skills before providing them with an answer or asking more questions.

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Inspection activities

 The inspector viewed all areas of the home that are used for childminding.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector looked at children's assessment records and a range of other documentation, including policies and procedures and the childminder's self-evaluation form.  The inspector checked evidence of the suitability and training of the childminder and her assistant.  The inspector spoke to parents during the inspection and took account of their views.  The inspector spoke with the childminder, her assistant and the children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of how to keep children safe and protect them from harm. The arrangements for safeguarding are effective. The childminder regularly reviews children's development and monitors their progress. She builds effective partnerships with parents and with other settings within the village that children attend. She frequently shares information and promotes consistency in children's care and learning. The childminder supervises her assistant appropriately and promotes consistency in their practice. She demonstrates a commitment to ongoing professional development for herself and her assistant. They access relevant training and find information online to continue updating their knowledge and enhance the quality of their practice. The childminder accurately evaluates her provision and takes account of the views of parents and children. She identifies strengths and areas to develop further.

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Quality of teaching, learning and assessment is good

The childminder makes good use of her observations and assessments of children to identify their stages of development. She plans suitably interesting and challenging experiences to meet their differing needs. The quality of her teaching is good. She talks with children, extends their vocabulary and models good use of language. She asks questions to encourage older children to express their thoughts and ideas. Children have good opportunities for sensory play. For instance, they explore the feeling of uncooked pasta and enjoy filling and shaking containers to explore the sound it makes. As children play, the childminder skilfully weaves in opportunities to count and talk about size, length and quantity. She successfully builds on their growing mathematical understanding. Children enjoy looking at books and listening to stories. They delight in drawing and making marks. Older children are involved in writing for a purpose, such as helping to

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Personal development, behaviour and welfare are good

The childminder creates a stimulating environment for children. She displays photographs and examples of their achievements and effectively nurtures their sense of belonging and self-esteem. Children's independence and self-care skills are promoted well, relative to their ages and capabilities. Children have good opportunities to make choices and decisions. For example, they select toppings for their pizzas at lunchtime and are involved in helping to prepare these. They are taught about safe hygiene practices. Children have opportunities to develop confidence in a variety of social situations. They attend local coffee mornings and toddler groups. They begin to develop an understanding about the diversity of people and communities in the wider world.

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Outcomes for children are good

Children develop the key skills they need for the next stage in their learning and their eventual move on to school. Older children begin to link sounds with letters and learn that print carries meaning. All children, including those who receive funded education, make good progress in relation to their starting points.

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Setting details

Unique reference number EY261327 Local authority Warwickshire Inspection number 848429 Type of provision Childminder Day care type Childminder Age range of children 1 - 8 Total number of places 12 Number of children on roll 9

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Name of provider

Date of previous inspection 6 August 2009

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Telephone number

The childminder was registered in 2003 and lives in Dunchurch, Rugby. The provision operates all year round from 7.30am to 6pm, Monday to Saturday, except for four weeks of planned holiday each year. The childminder sometimes works with an assistant and both hold appropriate qualifications at levels 3 and 4. The provision offers funded early education for two-, three- and four-year-old children.

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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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