Jones, Josephine

Inspection date

Previous inspection date 7 July 2016 6 February 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 provides a safe environment for children. She carries out regular risk assessments to help keep children safe indoors and when outside the setting. She supervises them well at all times.  The quality of the childminder's teaching is consistently good. She helps children to learn through interesting and challenging experiences. All children make good progress in relation to their individual starting points.  The childminder is kind, calm and friendly. Children arrive happily at the setting. They are settled and confident in her home and form strong relationships with the childminder and one another.  Children behave well. The childminder uses a good range of strategies to help children understand expectations and manage their feelings. For example, she models respectful behaviour and provides gentle reminders.  Since her last inspection the childminder has undertaken a broad range of training. She

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This provision is good

uses what she has learned effectively to help her to improve learning outcomes for the children she cares for.

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It is not yet outstanding because:

 Although the childminder completes the progress check for children aged between two and three years, there are occasions when the timing of this process limits the opportunity for it to coincide with checks made by other professionals.  The childminder does not provide enough detailed information for parents about children's next stage of learning to help them to continue to support their child's learning at home.

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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

 involve parents more closely in deciding when the progress check for children aged between two and three years should be completed, so this can coincide with checks made by other professionals  provide parents with enough information about their child's next steps of learning to help them to guide children's learning at home.

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Inspection activities

 The inspector observed activities and reviewed the quality of teaching.  The inspector viewed all areas of the home used for childminding and the toys and resources available.  The inspector looked at children's assessment records, the planning and a range of other documentation, including policies and procedures. She also discussed the childminder's self-evaluation.  The inspector checked evidence of the suitability of all adults in the household as well as evidence of the childminder's qualifications.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the possible signs and symptoms of abuse. She is confident of the reporting procedures she must follow in the event of any concerns she may have about a child in her care. Since the last inspection, her use of self-evaluation has become more effective. The childminder has improved the way she observes children's achievements and how she identifies their next steps in learning. She is more focused on promoting children's early communication and language. The childminder monitors children's learning to ensure that all children make good progress from their starting points. She has developed positive relationships with parents. They are happy with the service provided and comment that children enjoy the variety of activities the childminder provides.

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Quality of teaching, learning and assessment is good

The childminder observes children as they play and makes regular assessments of what children know and can do. She uses this information well to help her to highlight any gaps and to plan for their next stage of learning. The childminder plans fun and stimulating activities that link to the children's current interests. This helps them to remain focused for long periods. The childminder talks to the children continually and acknowledges their conversations with genuine interest. This helps to build children's confidence and they learn that their developing language is valued. Children have access to a good variety of resources that promotes children's skills and development in all areas of learning. For example, they have fun developing their physical and mathematical skills as they learn to use scissors safely during a counting, matching and sorting activity.

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Personal development, behaviour and welfare are good

The childminder is enthusiastic and friendly. She is very successful in sharing her time equally between the children. Children are relaxed in the childminder's home and clearly enjoy her company. This shows they are happy and emotionally well supported. Children play cooperatively alongside each other, sharing and taking turns. Children frequently spend time outdoors, walking in the local community and visiting other childminders and playgroups. Children are provided with nutritious and healthy foods at snack times. Children of all ages are learning how to attend to their own care needs.

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Outcomes for children are good

Children are motivated and keen learners who are developing good concentration skills. They are keen to initiate their own play and develop a 'try again' attitude to learning as they gain confidence in their own abilities. They are learning mathematical skills and are able to count in a variety of situations. Children are creative and are developing their imaginative skills well. Their strong self-esteem and eagerness to learn prepare them well for future learning, including moving on to school.

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Setting details

Unique reference number 251922 Local authority Wolverhampton Inspection number 1043573 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 6 February 2014

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Telephone number

The childminder was registered in 1994 and lives in Wolverhampton. She operates all year round from 7am to 6pm, 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

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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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