Childminder EY437234

Inspection date

Previous inspection date 19 May 2016 16 May 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 has established good partnerships with parents. Flexible settling-in arrangements are successfully implemented to support smooth transitions into the childminder's care. Parents comment positively about the care and learning provided. They are well informed about their child's progress and are supported to continue their child's learning at home.  Children form close, caring relationships with the childminder. They seek comfort and reassurance, demonstrating that they feel safe and secure in her care.  The childminder regularly observes children and uses these observations to track children's progress and identify the next steps in their learning. This helps to ensure all children make good progress.  The childminder is responsive to children's needs. This helps to support their emotional well-being. Children behave well. They receive praise and encouragement, which increases their levels of confidence and boosts their self-esteem.

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It is not yet outstanding because:

 The childminder does not make good use of younger children's interest in sounds and build as far as possible on their listening and attention skills.  The childminder does not thoroughly reflect on and evaluate the quality of her teaching. As a result, her professional development is not focused sufficiently on raising the good quality of her teaching as far as possible.

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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 young children's interest in sounds and build more fully on their listening and attention skills  evaluate the quality of teaching more effectively and place a sharper focus on professional development that builds further on teaching skills.

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Inspection activities

 The inspector observed activities taking place and children at play throughout the inspection and assessed the impact teaching has on children's learning.  The inspector took account of the views of parents, provided through written feedback.  The inspector carried out an evaluation of an activity with the childminder.  The inspector looked at children's observation and assessment records, the register of attendance and other documentation, including evidence of suitability checks for household members.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows what action to take if she has concerns about a child's welfare. She is aware of the signs and symptoms of abuse and neglect. The childminder monitors the progress of individual children effectively. She knows what to do if she identifies gaps in learning and involves parents in her plans to help children catch up. The childminder strives to improve the quality of her practice. For example, since her last inspection she has successfully improved the quality of her assessments by obtaining information from parents about children's existing skills and knowledge on entry. This helps the childminder to understand children's learning and development needs more precisely and to plan suitably challenging and enjoyable experiences for them.

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Quality of teaching, learning and assessment is good

Teaching is good overall. The childminder interacts positively with children as they play. For example, she repeats words to help promote children's developing communication and language skills. The childminder regularly observes children and uses the information gained to identify and plan for the next steps in their learning. This helps to ensure all children make good progress, as activities are continually matched to their learning needs. Young children demonstrate their understanding of how to use a telephone as they babble and join in a conversation with the childminder. Children explore colours and numbers from an early age.

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Personal development, behaviour and welfare are good

Children form secure and caring attachments with the childminder. This helps them to feel emotionally secure. Frequent praise and encouragement as they play helps promote their confidence and self-esteem effectively. Children are encouraged to follow good hygiene practices, relative to their abilities. The childminder raises children's awareness of their community and the wider world. Children have opportunities to be physically active as they play in the garden and visit local parks and play areas. The childminder organises the environment so that children can be independent and select the resources that they choose to play with.

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Outcomes for children are good

Children are active learners who have fun while exploring the home environment. They develop a sense of pride and achievement in their own abilities. This helps children to develop a positive attitude towards their learning. The childminder interacts well with children as they play. For example, she sings songs as children press the corresponding buttons on the interactive toy bus. All children make good progress. They learn key skills to support their future learning.

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Setting details

Unique reference number EY437234 Local authority Rotherham Inspection number 1043834 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder was registered in 2011 and lives in the Brampton area of Barnsley. She operates her provision all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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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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