Childminder EY484376

Inspection date

Previous inspection date 10 March 2016 Not applicable

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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

 Observations and assessments, with the involvement of parents, lead to planning for future learning that is based on a good knowledge of each child. The partnerships with parents are good with regard to sharing information and working together to ensure continuity of care and learning for children.  The childminder uses her early years knowledge and experience effectively to ensure that children are challenged while they enjoy their play. Children choose from a good variety of toys and activities.  The childminder reviews her provision in order to improve. She welcomes good practice ideas shared with her by other early years providers, and support from local authority advisers helps her in prioritising future training.  Children's personal, social and emotional development is given a high priority by the childminder. They are settled and happy in her care. Relationships are very good.  The childminder provides resources that link to children's interests. A favourite outing is

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This provision is good

the visit to the farm and children later enjoy playing with toy animals. Young children are learning to name them.  Children's creative play experiences are supported well by the childminder. They explore a variety of media and materials and young children are beginning to pretend while they play.

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It is not yet outstanding because:

 The childminder does not always give children enough time to put their thoughts into words when questions are asked of them.  Younger children's emerging understanding of people and traditions beyond their own is not fully extended through the experiences that the childminder provides.

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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

 extend support for children's speaking and thinking skills, giving them more opportunity to put their thoughts into words when responding to questions asked of them  extend opportunities for children to gain a greater awareness of similarities and differences, and an understanding of different people in the wider world.

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Inspection activities

 The inspector observed activities as children played in the indoor play areas.  The inspector observed an activity and discussed teaching methods with the childminder.  The inspector looked at evidence of the childminder's qualification and training, and checked evidence of the suitability of all adults.  The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Children are diligently supervised and the play environment is safe and secure. The childminder is aware of the signs of abuse and neglect, and her responsibilities to protect children. Necessary suitability checks for all adults have been completed. Children's welfare is addressed effectively. The childminder keeps her child protection and first-aid knowledge up to date. In order to review and improve her provision, the childminder welcomes advice offered by other early years providers. She obtains information about early years initiatives through reading publications. Her current priority for improvement is to review systems for recording observations, assessments and planning to ensure that they are as beneficial to children's learning and development as they can be.

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Quality of teaching, learning and assessment is good

Children make good progress in their learning. They enjoy a variety of sensory experiences. For example, they mould and make marks with their fingers and cutters in dough, and they explore sand and paint. Young children are beginning to pretend that dolls are babies and as they enjoy playing with water, they respond positively when the childminder suggests that they bath their babies. Each child selects a doll and a small sponge. Children notice how bubbles ooze out of the sponges when they squeeze them. They grasp handfuls of bubbles and concentrate as they close their hands and watch the bubbles flow through their fingers. The childminder introduces new words to children's vocabulary, such as bubbles and splashing. Children decide when their babies should be dried and they pat the dolls gently with a towel. The childminder suggests that the babies might want to go to sleep and so the children put them into pushchairs which they are

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Quality of teaching, learning and assessment is good

able to skilfully manoeuvre around the playroom.

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Personal development, behaviour and welfare are good

The childminder creates a warm and welcoming environment and children are emotionally secure. She supports children's independence effectively, for example, they choose resources for themselves. Children's good health is promoted well. The childminder provides healthy food and she is aware of food hygiene procedures to protect children's good health. Children behave well. They are learning to share and take turns. Children develop an understanding of dangers and how to keep themselves safe. For example, they learn why they must wear seat belts in the car and how to cross the road safely. Children are physically active at the childminder's home and on outings, such as to the park.

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Outcomes for children are good

Children progress well from their different starting points. They are developing skills in the prime and specific areas of learning that help them to be ready for the move on to pre- school and school. Children are curious and keen to explore. They are safe, secure and happy, and they confidently make decisions about their play. Young children play cooperatively and friendships are forming. They confidently communicate through expression and gestures and their emerging speaking skills. Children practise their manipulative skills in a variety of ways and pencil control is developing well.

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Setting details

Unique reference number EY484376 Local authority Leicestershire Inspection number 1004074 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2015 and lives in Leicester. She holds an early years qualification at level 6. The childminder works every day at the home of a co-childminder. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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

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

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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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