Childminder EY444735

Inspection date

Previous inspection date 17 March 2016 1 October 2012

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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 has improved her knowledge and skills since the last inspection. She has gained a level 3 early years qualification, completed other training and discusses good practice issues with other early years practitioners. The childminder has drawn on these to improve her assessment, planning and teaching, in order to ensure she promotes children's effective learning and good progress.  The childminder has positive relationships with parents. She encourages and acts on parents' views about their children's care, interests, abilities and learning needs. Parents are well informed about their children's routines, activities and achievements. They welcome the childminder's advice regarding different aspects of their children's well-being, behaviour and development.  The kind and attentive childminder and her assistant relate well to children, giving them time, calm encouragement and reassurance. Children soon settle and become

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This provision is good

increasingly confident to explore their inviting, child friendly and well-equipped surroundings.  Children thoroughly enjoy interesting activities in the local community and elsewhere. They socialise and play with other children at toddler groups. Children become physically confident and adept from taking part in different active play sessions. They find out about the natural world and other people's lives during visits to parks, woodlands and many historical houses.

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It is not yet outstanding because:

 The childminder does not always focus enough on key priorities for children's learning identified in her assessments or set the most ambitious targets for their future learning.  The childminder does not always make the most of opportunities to extend young children's understanding and thinking about why things happen and how things work.

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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

 make better use of assessments to set ambitious targets for children's future learning, in order to promote their rapid progress and achievement at the highest level  create more opportunities to extend children's understanding and thinking about why things happen and how things work.

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Inspection activities

 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 spoke to the childminder, her assistant and the children at appropriate times during the inspection.  The inspector looked at children's assessment records and a range of other documentation, including policies and procedures.  The inspector checked evidence of the childminder's training and suitability, and discussed her plans for improvement.  The inspector took account of parents' views expressed in their discussions with her and from their written feedback to the childminder.

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Effectiveness of the leadership and management is good

The childminder now effectively evaluates her provision. She has completed an accurate self-evaluation form and uses information from this and from other sources of advice and training to make improvements. This includes implementing more robust procedures regarding the supervision of children and the management of risks during outings. The childminder and her assistant work well together to promote children's good health, safety and enjoyment. The childminder carries out research and attends training. She supervises her assistant's practice and makes sure that he is up to date with relevant training, including paediatric first aid. The childminder and her assistant also discuss and review her policies, such as those relating to different aspects of safeguarding. Arrangements for safeguarding are effective. The childminder and her assistant have a sound knowledge of abuse, neglect and other risks to children. The childminder has attended recent

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Effectiveness of the leadership and management is good

safeguarding training. She and her assistant understand local safeguarding procedures and know what action to take if they have concerns about a child.

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Quality of teaching, learning and assessment is good

The childminder accurately assesses children's starting points and from her observations, assessments and tracking knows how well children are developing. She usually identifies appropriate next steps for children's learning and focuses her planning and teaching on these. The childminder adds interesting resources to extend children's ideas as they paint, play with small-world toys and explore different materials. Children add compost and water to soil when they plant strawberry plants. They see how water flows in different directions when they pour it down funnels and tubes.

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Personal development, behaviour and welfare are good

Children are well looked after. Their health and care needs are clearly understood and met during well-managed routines. The childminder and her assistant effectively supervise children. They teach them how to behave safely and sensibly during activities and outings. The childminder and her assistant help children to understand how to be healthy. During gardening and cooking activities children learn where food comes from and make healthy choices. During activities and routines the childminder and her assistant promote children's good manners, sharing and turn taking. Through fun outings, activities and celebrations, the childminder teaches young children about the lives and customs of others.

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Outcomes for children are good

Children make good progress in relation to their starting points. They are well prepared for the next stage in their learning, including starting school. Children are independent learners. They are keen to try new experiences and increasingly remain involved in activities. They learn early mark making and develop good speech and vocabulary skills. Children relish being active. They develop confidence and control as they move in different ways and use a range of apparatus. Children generally behave well. They are learning to listen to each other and to follow simple requests.

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Setting details

Unique reference number EY444735 Local authority Warwickshire Inspection number 1037179 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 2 Total number of places 12 Number of children on roll 6

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Name of provider

Date of previous inspection 1 October 2012

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Telephone number

The childminder was registered in 2012 and lives in Bidford-on-Avon, Warwickshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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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