Childminder EY415356

Inspection date

Previous inspection date 4 April 2016 12 March 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 works very closely with his assistant. They both demonstrate a secure understanding of the different ways children learn. Children are provided with many experiences that help them gain the skills needed for the next stage in their learning.  Children build strong attachments with the childminder and his assistant. They are kind, caring and sensitive and ensure children's individual needs are effectively met. The childminder and his assistant talk to the children in a calm and respectful manner. They help children to understand expectations and boundaries. Children are polite, well mannered and play happily together.  Partnerships with parents are good. The childminder gains clear information from parents about their children's starting points. He continually exchanges information with them about their children's progress. The childminder holds regular meetings and gives daily verbal feedback. He shares children's next steps in learning and gives parents

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This provision is good

ideas on how they can continue learning at home.  Children make good progress towards the early learning goals. The childminder and his assistant know the children very well and use detailed observations and assessments effectively to identify the next steps in their learning. The childminder provides every child with a wide range of experiences that covers all areas of learning.  The childminder is well organised. He evaluates and reflects on practice and completes further training to continue to keep up to date with current guidelines and practice.

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It is not yet outstanding because:

 The childminder occasionally misses opportunities to follow children's interests in the natural world to build on and extend their learning even further.  The childminder has not yet maximised opportunities to share practice and gain valuable skills from others to raise the quality of teaching to the highest level.

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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

 use children's interests and curiosity about the natural world to provide even more opportunities to extend and enhance their learning  enhance ongoing professional development and share knowledge and skills to swiftly build on strengths in teaching practice and raise the quality to outstanding.

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Inspection activities

 The inspector observed the quality of teaching during activities inside 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 relevant documentation with regards to children's learning, welfare and safety.  The inspector looked at and discussed the childminder's self-evaluation process.  The inspector spoke with the childminder, the childminder's assistant and children during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and his assistant have a good awareness of the signs and symptoms of abuse. Clear procedures are in place to ensure any concerns raised are addressed appropriately. The childminder places a strong focus on keeping children safe. Suitable vetting procedures have been carried out for all adults living and working on the premises. The childminder works closely with another childminder. He also completes supervisions with his assistant to identify training needs. The assistant's teaching is very strong. She is completing higher level qualifications, which is having a positive impact on the quality of teaching. The childminder has begun to monitor the progress groups of children are making. He is using this information to evaluate practice and identify any gaps in children's learning. This enables him to plan specifically so that all children are effectively supported to make continued progress.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. Both the childminder and his assistant facilitate children's learning effectively during routines and activities. They adapt their teaching to match children's individual learning styles. Generally, the childminder follows children's interests and plans a range of activities to build on what they know and can do. The childminder and his assistant successfully join in with children's chosen play. Children develop their own ideas as they build dens. The childminder questions children and listens to their ideas. Children are inspired to use their imagination as they act out different roles in their play. They enjoy planting seeds and gain a good awareness of how to care for plants.

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Personal development, behaviour and welfare are good

Babies and children are happy in this warm, caring and friendly environment. The childminder and his assistant recognise when babies are hungry or upset. They give lots of cuddles and reassurance until babies are settled, smiling and content. Children move around the childminder's home with ease, accessing a wide range of toys and equipment. They understand and follow good hygiene practices and develop self-help skills relative to their age. Children experience plenty of fresh air as they play outside daily. They develop their physical skills as they use a wide variety of equipment in different ways.

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Outcomes for children are good

All children, including those who receive early education funding, make consistently strong progress from their starting points. Children are confident, articulate and self-assured. They develop good speaking and listening skills, as the childminder regularly talks to them, asks questions and listens to their views and opinions. Children are developing their early literacy skills. They develop a good awareness of phonics and develop good writing skills appropriate for their age. Children excitedly talk about their favourite stories and recognise their names. They count confidently and recognise numbers beyond 10. They join in with detailed discussions with their friends and work together to achieve goals. Children's independence is fostered well, as they are encouraged to do things for themselves and make choices in their play. They are very well prepared for their move on to school.

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Setting details

Unique reference number EY415356 Local authority Worcestershire Inspection number 851604 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 8 Total number of places 12 Number of children on roll 7

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Name of provider

Date of previous inspection 12 March 2012

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Telephone number

The childminder was registered in 2010 and lives in the Lowerwick area of Worcester. He operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with an assistant. He provides funded education places 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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