Childminder in Worcestershire

Inspection date

Previous inspection date 15 April 2016 31 March 2010

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder fully understands her role and responsibilities. She makes good use of documentation, policies and procedures to support the care and education provided. Children's safety, welfare and learning are well promoted.  Children make good progress in their development. The childminder provides them with a range of exciting activities and experiences. She makes very good use of what she knows about children to promote their individual learning needs.  The childminder is kind, caring and friendly. She gets to know children well and is sensitive to their individual needs. Children are happy, settled and relaxed. They demonstrate that they enjoy attending.  The childminder's home provides a welcoming and stimulating environment for children to spend their time in. Resources are extensive and the curriculum is broad. Children are motivated and inspired to play, explore and learn.  The childminder provides children with plenty of fresh air and exercise to help promote

p.1

This provision is good

their physical well-being. Children have opportunities to play outside and explore the space available. They particularly enjoy spending time in the childminder's garden.

p.1

It is not yet outstanding because:

 The childminder evaluates the setting and is well focused on maintaining the good standard of the provision. However, she does not yet ambitiously consider ways to raise the standard to outstanding, in order to help promote the best outcomes for all children.  Information about children's development is not always shared in great detail between the different settings children attend. Partnership working with parents, providers and professionals is not yet highly successful, in order to help promote the best continuity in children's learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 build on self-evaluation and more ambitiously consider ways to raise the overall standard of the provision to outstanding  extend partnerships with parents, providers and relevant professionals to increase the information shared about children's learning between the different settings they attend.

p.2

Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with the childminder.  The inspector looked at the documents available, including children's learning records, policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder.  The inspector discussed with the childminder her methods for self-evaluation.

p.2

Effectiveness of the leadership and management is good

The childminder is well qualified and experienced. She works closely with her co- childminder and other professionals to keep her knowledge up to date. She also seeks training and conducts her own research to build on her skills, helping her maintain the good quality care and education she provides. The arrangements for safeguarding are effective. The childminder knows about different types of harm that may occur at home or elsewhere. She can recognise possible signs and symptoms of child abuse and understands her responsibility to act appropriately. The childminder risk assesses the environment and completes daily safety checks. She ensures possible hazards to the children are efficiently minimised. This helps to keep children safe from harm.

p.3

Quality of teaching, learning and assessment is good

The childminder is a strong teacher. She offers all children challenges in their learning to help promote their good progress. She skilfully adapts activities to meet their learning needs. For example, she encourages all children to have a go at playing in the water. She gets involved in their play and models her expectations of their abilities. She supports young children to fill and empty different sized containers and make simple marks with the water using brushes. These activities help to strengthen their physical skills. The childminder challenges older children to explore whether objects float or sink, solve problems using capacity and draw recognisable shapes with the water using brushes. This helps extend their understanding of the world and their mathematical skills. The childminder has a good overview of the progress children make. She makes good use of the information to ensure children requiring additional support receive the help they need.

p.3

Personal development, behaviour and welfare are good

The childminder teaches children about the importance of keeping themselves healthy and well. For example, she ensures they benefit from nutritional meals and snacks. She encourages them to try new foods and discusses with them and their parents the importance of eating well. The childminder effectively promotes children's social and emotional well-being. She finds out about children's families, cultures and backgrounds. She provides them with opportunities to explore and learn about their similarities and differences. She ensures children are valued and celebrated within the setting. Children display high levels of self-confidence and self-esteem.

p.3

Outcomes for children are good

Children make good progress, including children with special educational needs and/or disabilities. Children behave well. They listen and follow instructions. They learn to negotiate, share, take turns and work together. They display extremely friendly behaviour towards their peers. Children communicate their wants and needs. They are eager to express themselves and share their ideas. Children are independent. They manage their self-care when they are ready and make choices about what they like to play with. All children are keen to have a go, persist at activities for extended periods of time and think critically about what they are doing. Children develop the skills they need in readiness for the next stage of their learning and for moving on to school.

p.3

Setting details

Unique reference number 204611 Local authority Worcestershire Inspection number 871083 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 14 Total number of places 6 Number of children on roll 12

p.4

Name of provider

Date of previous inspection 31 March 2010

p.4

Telephone number

The childminder was registered in 1992 and lives in Honeybourne, Evesham. She works with her daughter, who is also a registered childminder. The childminding provision operates all year round from 7am until 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder and her co-childminder hold recognised early years qualifications at level 3. They support children with special educational needs and/or disabilities.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5