Childminder EY250351

Inspection date

Previous inspection date 20 April 2016 16 July 2013

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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

 Children are happy and well settled in their surroundings. They form strong attachments with the childminder and her assistant. Children show that they feel safe and secure in her care. The childminder has a very calm and caring approach and knows the children well.  The childminder has good teaching skills and a good understanding of the early years foundation stage. She enthusiastically engages children in purposeful play which encourages their curiosity. All children make good progress in relation to their starting points. Children have plenty of opportunities to make choices about what they do, and to lead their own learning.  Good relationships with parents have been established. Parents comment on how happy their children are in the childminder's care. They praise her dedication. The childminder regularly shares information with parents about their child's progress.  The childminder and her assistant focus on providing children with a challenging

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This provision is good

environment. They encourage children to have a go, to keep trying and to have pride in their own achievements. Children are creative and they try new activities and develop a positive attitude to learning.

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It is not yet outstanding because:

 The programme for professional development is not highly focused on raising the quality of teaching and outcomes for children to the highest level.  The childminder has not fully established a regular exchange of information about all of the children who attend other settings. This means that the childminder is not always able to build effectively on the learning that takes place elsewhere for every child.

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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

 focus more precisely on a programme for professional development that increases the potential to deliver the highest-quality provision and excellent outcomes for children  extend links with other settings that some children attend, in order to share information and build upon children's care and learning more effectively.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector looked at children's assessment records and the planning documentation. He checked evidence of the suitability and qualifications of the childminder and her assistant. The inspector sampled some of the childminder's policies and procedures.  The inspector asked the childminder and assistant questions about their practice at appropriate times throughout the inspection. The inspector looked at the childminder's self-evaluation form and discussed her improvement plan.  The inspector took account of the written feedback from parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have a good understanding of what to do if they have concerns about a child in their care. They work exceptionally well together. Since her last inspection, the childminder has improved how children's next steps in learning are identified and planned for. She makes sure that regulatory training is maintained and provides guidance that helps her assistant understand his responsibilities. Parents are kept well informed about their children's progress and are provided with detailed summaries at regular intervals.

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Quality of teaching, learning and assessment is good

The childminder has good teaching skills that are strengthened by her qualifications, experience and awareness of child development, and the way she and her assistant work together. She knows individual children well and motivates them skilfully. The childminder understands children's interests and clearly involves them through the activities they like best. She and her assistant are responsive when children express interest in a particular activity. For example, children are thrilled to practise tying shoelaces on a giant shoe. The childminder is skilled in making links to learning while children play. For example, in a baking activity she provides lots of opportunities for children to talk and begin to use sentences. The childminder asks lots of open-ended questions and patiently allows children opportunities to find things out for themselves as they weigh ingredients and mix butter, flour and sugar. She encourages children's curiosity. The childminder models how

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Quality of teaching, learning and assessment is good

to count and she encourages children to join in, using numbers in their play. Babies confidently explore their environment and children help each other.

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Personal development, behaviour and welfare are good

The childminder and assistant have calm and caring dispositions and are good role models. The childminder plans a range of opportunities for children to become increasingly independent. Children's good behaviour shows that they feel safe, secure and settled. This strongly supports children's confidence when faced with new challenges, such as during visits to local groups and places of interest. Children, including babies, have time outside every day, enjoying the fresh air and opportunities for physical exercise. They use the swing enthusiastically. Children are developing an understanding of healthy lifestyles and they are very happy to taste new foods, such as olives, when eating snack. Children are very happy and receive lots of praise, motivating them to have a positive attitude to learning.

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Outcomes for children are good

Children develop positive attitudes and they are motivated to learn. They concentrate well and remain engaged in activities for a significant period of time. They learn to share and cooperate. Children are making good progress in all areas of their learning and achieve better than typical levels of development for their age. Children develop the skills they require in readiness for the next stage of their learning and for school.

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Setting details

Unique reference number EY250351 Local authority Cheshire East Inspection number 1043207 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 19

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Name of provider

Date of previous inspection 16 July 2013

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Telephone number

The childminder was registered in 2001. The childminder works with an assistant. The childminding provision operates Monday to Friday, from 7.30am until 6pm, all year round, except for bank holidays and family holidays. The childminder holds an 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

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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