Childminder EY472830

Inspection date

Previous inspection date 13 July 2016 Not applicable

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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 and her assistants provide a warm, welcoming atmosphere. Children are happy and settled. They form strong relationships with adults, and with each other, and are emotionally secure.  The childminder provides children with a broad range of good-quality resources and motivating activities that interest and engage children. They have good opportunities to learn in the secure and inviting outdoor area and make good progress.  The childminder works closely with her two assistants to provide positive outcomes for children. She mentors them well and they feel well supported. They are developing good teaching skills as they complete their childcare qualifications.  Children's language and communication development is particularly strong. The childminder and assistants interact enthusiastically with children, speaking clearly, introducing new vocabulary, and giving children time to think and respond.

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It is not yet outstanding because:

 The partnership with parents is generally good. However, the childminder does not always obtain or use information about children's development at home as well as possible to help her complement and build on their learning.  The childminder does not consistently use the information from regular observations of children's learning to plan even more precisely for individual children's progress.

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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

 extend the strong partnership with parents, consistently encouraging them to share children's achievements to build on what children know and can do at home  refine the use of regular observations to inform planning even more effectively, so activities are precisely tailored to each child.

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Inspection activities

 The inspector observed children's play and learning indoors and outside.  The inspector sampled a range of documentation, including safeguarding policies and children's online developmental records.  The inspector spoke to the childminder, assistants and children at appropriate times throughout the inspection.  The inspector completed a joint observation with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder ensures that she and her assistants have a secure and confident knowledge of how to identify and refer any concerns about a child's welfare. They have all completed recent training on government legislation relating to keeping children and families safe. The childminder meets with her assistants regularly to ensure they develop good teaching skills, and to discuss and monitor children's progress. All adults use the knowledge they acquire to provide positive outcomes for children. For example, the assistants have learned to introduce mathematical language during play to extend children's learning. The childminder uses her training on preferred patterns of play to adapt activities and build on children's learning styles. Partnerships with parents are strong, overall. The childminder regularly shares information about their children's progress, works closely to manage particular behaviours in a consistent way and shares

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Effectiveness of the leadership and management is good

resources and activities to extend children's learning at home. The childminder reflects on her practice and accurately identifies areas for development. For example, she is developing an outdoor area to extend older children's physical skills.

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Quality of teaching, learning and assessment is good

The childminder and her assistants provide children with good-quality learning opportunities through play. They engage children well, introducing mathematics and encouraging language. For example, during water play, children counted how many scoops of water and learnt about full and empty. Children pretended to make soup with the water and talked confidently about the ingredients, prompting a discussion about vegetables and healthy eating. The childminder observes and assesses children's progress well.

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Personal development, behaviour and welfare are good

Children have good opportunities to develop all aspects of their physical development. For example, they practised throwing coloured balls into buckets of a corresponding colour. They chased bubbles and used scissors competently to cut grass for their nature table. The childminder and her assistants help children to understand their feelings, and respect others. For example, children show adults how they are feeling by pointing at the pictures of faces showing a range of emotions. The childminder and her assistants teach them how to deal with upset and conflict, to help them develop the confidence they need for the next stage of their learning.

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Outcomes for children are good

Children develop good language and communication skills. They express themselves with confidence and are eager to talk to adults and their friends. Children are confident and independent. For example, they make choices in their play and manage many tasks for themselves. Children behave well and are emotionally ready for the move to school.

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Setting details

Unique reference number EY472830 Local authority Poole Inspection number 974864 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 11

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014 and lives near Poole in Dorset. She works from Monday to Friday throughout the year and works with two assistants.

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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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