Hunt Susan Yvonne

Inspection date

Previous inspection date 7 April 2016 14 September 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

 Relationships in the childminder's provision are good. Children demonstrate that they feel happy and secure in her home. They readily seek help from the childminder when they play.  The childminder is a calm and patient role model. She sets consistent boundaries for children's behaviour. She gives children clear explanations of the reasons for rules.  The childminder shares information about children's welfare effectively with parents. This promotes children's safety and helps to ensure continuity in the care of babies.  The childminder is well qualified. She demonstrates a strong commitment to seeking out and implementing advice, support and training from a range of sources. She reviews her policies and procedures in line with changes to requirements.  The childminder works in partnership with parents to establish starting points for children's learning. She checks children's progress regularly and shares information

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This provision is good

about children's achievements with parents.  Children are enthusiastic learners. They use their imagination to create adventures linked to familiar stories. This helps to promote children's rich communication and language.

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It is not yet outstanding because:

 The childminder evaluates the quality of her provision well overall. However, her evaluations do not yet lead to sufficiently challenging targets that promote continuous improvement in her teaching.  Information from observations is sometimes not used really effectively to identify specific next steps in children's learning. As a result, individual children's learning is not always meticulously planned for.

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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 what is known about the quality of teaching so that plans for improvement are sharply focused and lead to excellent outcomes for children  make the most of what is known about individual children's achievements so that specific areas of development can be targeted for really rapid progress.

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Inspection activities

 The inspector observed the quality of teaching during daily routines and activities. The inspector assessed the impact this has on children's learning.  The inspector discussed a planned activity with the childminder.  The inspector looked at relevant documentation, such as the records of children's progress and evidence of the childminder's suitability to work with children.  The inspector took account of the views of parents and carers.

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Effectiveness of the leadership and management is good

The childminder demonstrates a strong commitment to providing high-quality care and education for children. She works in close partnership with parents. Parents feel able to discuss their children's progress and development with her. They comment that the childminder listens to their views. For example, when children begin to use the potty, the childminder follows the same routine as parents. This consistent approach helps children to learn quickly. Arrangements for safeguarding are effective. The childminder knows what she must do if she is concerned that a child may be at risk of abuse or neglect. The childminder works in partnership with other professionals. She shares information about children's progress and achievements when children move to other settings, including school.

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Quality of teaching, learning and assessment is good

The childminder makes accurate and insightful observations of what children know, understand and can do. She knows children's interests and encourages children to develop their own ideas in their play. For example, children enjoy learning and singing traditional rhymes and songs. They extend their play further when they pretend to be the characters in the songs and create their own stories about them. Children frequently choose to look at familiar books. They lift the flaps in the books and spontaneously say the names of the shapes under the flaps. The childminder reads stories expressively and children concentrate and listen. The childminder asks questions that prompt children to make links in their learning and to think. When the dinosaur in the story gets very dirty, the childminder asks the children, 'What can he do to get clean again?'

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Personal development, behaviour and welfare are good

The childminder demonstrates a good understanding of how children learn. She allows children time and space to explore and to repeat favourite games. In addition, she plans interesting adult-led games and activities. The childminder encourages children to be independent. For example, children ask the childminder to open a door in a toy rocket. She shows them how to do it and then she teaches them to do it by themselves. The childminder praises children's learning. They feel a sense of achievement and want to learn more. The childminder teaches children to think about their safety when they play. Children pretending to be Humpty Dumpty check that the carpet is clear before they pretend to have a great fall from the armchair.

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Outcomes for children are good

Children know the childminder's rules for their behaviour. They understand that they should share and take turns with each other. Children know that books are informative and enjoyable. They know the words of a wide range of familiar songs and can do the actions that go with the words. Children ask and answer questions. They hold conversations and recall events from home. Children recognise some shapes, numbers and letters. Children can put on their own coats and shoes. They run and climb with increasing skill and confidence. All children make good progress in their learning. They acquire the skills, knowledge and interest in learning that prepare them well to start school.

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Setting details

Unique reference number 209892 Local authority Staffordshire Inspection number 1042007 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 2 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 14 September 2011

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Telephone number

The childminder was registered in 1999 and lives in Newcastle-under-Lyme. She holds an appropriate early years qualification at level 3. Her provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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

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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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