Childminder EY400339

Inspection date

Previous inspection date 11 May 2016 15 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

 Children make good progress in their development, as the quality of teaching is consistently strong. The childminder promotes children's communication, language and social skills effectively throughout everyday routines and their play.  Children are enthusiastic and enjoy their learning. The childminder skilfully helps children build on what they already know and can do. She makes good assessments of their progress and interacts with them positively to guide their learning.  Children are happy, confident and secure. The childminder is welcoming and knows individual children very well. She is particularly perceptive to their changing needs and works with parents to ensure there is continuity in their care.  Children behave well and are supported to become independent. The childminder helps them learn how to keep themselves safe, take turns and be kind to others.  The childminder continually reviews how she observes and assesses children's learning.

p.1

This provision is good

She regularly shares information with parents about what children have been doing and works well in partnerships with local schools.

p.1

It is not yet outstanding because:

 The childminder's planning is not precise enough and does not take enough account of individual children's particular interests to help them make the very best progress they can.  The childminder has not focused her professional development sufficiently on improving the good quality of her teaching further, in order to help children achieve as much as possible.

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

 take more account of children's individual interests and plan even more precisely, in order to increase the potential for children to make rapid progress in their learning  focus professional development on improving the good quality of teaching further, in order to help children achieve as much as possible.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at children's assessment records and the planning documentation.  The inspector checked evidence of the suitability of all household members and of the childminder's qualifications. She also discussed the childminder's self-evaluation and improvement plan.  The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

p.2

Effectiveness of the leadership and management is good

The childminder seeks the views of parents to help her evaluate her practice. Parents are very pleased with the standard of care and the progress their children make. The childminder has improved her observation of children's progress to ensure she has enough detail to make accurate assessments of their development. She makes sure that children benefit from a broad range of experiences. The childminder takes the time to get to know parents and children before they start, in order to help her establish a strong partnership. She gathers information about what children can do, as well as their food preferences and favourite toys. The childminder shares information with other settings children attend to help them settle in quickly. Safeguarding is effective. The childminder knows how to recognise and deal with any concerns about children's welfare.

p.3

Quality of teaching, learning and assessment is good

The childminder uses a range of strategies to support children's early communication and speech development. She emphasises key words to increase children's vocabulary and uses information from parents to generate conversations about children's interests. Children are keen to communicate with the childminder, as she values all their attempts and repeats their early words. The childminder observes children to find out what they can do and plans the use of additional resources to extend their learning. For example, she challenges children by introducing more complex jigsaws and different tools for painting. The childminder skilfully extends children's thinking as they play. She allows them time to explore and experiment with materials and tools before taking opportunities to extend their learning. Additional resources are used very well to develop children's imagination and keep them involved in their play and learning.

p.3

Personal development, behaviour and welfare are good

Children develop a wide range of skills that supports their learning. They are prepared to try something new and show high levels of concentration for their age. Children become absorbed in exploring resources to find out what they can do and are supported to follow their own ideas. The childminder works with parents to meet children's needs and find out about their routines. This helps her understand children's behaviour and quickly recognise when individual children are hungry and tired. Children are reassured and comforted by her cuddles and their good relationship with the childminder promotes their confidence. The childminder develops children's understanding of other cultures in age-appropriate ways. She discusses differences when they ask questions and helps younger children play alongside each other.

p.3

Outcomes for children are good

All children make good progress in their learning. Younger children quickly learn new words as they talk with the childminder about their toys. They develop their physical skills and coordination as they play with their favourite toys and a range of simple tools. Older children spontaneously use some early writing skills in their play. Children demonstrate their independence during routines and play. They cooperate with instructions, learn to take care of their own needs and make appropriate choices for themselves.

p.3

Setting details

Unique reference number EY400339 Local authority Doncaster Inspection number 860158 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 11

p.4

Name of provider

Date of previous inspection 15 March 2010

p.4

Telephone number

The childminder was registered in 2009 and lives near Doncaster. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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