Childminder EY308968

Inspection date

Previous inspection date 7 July 2016 18 November 2014

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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

 The highly dedicated childminder strives to continually improve. She is enthusiastic, hardworking and reflective. She has implemented many changes to her setting since her last inspection. Children benefit from the continuously improving learning experiences.  All children make good progress in their learning from their starting points. They are active and inquisitive learners who enjoy learning through play.  Children are well settled and feel secure because the childminder has a warm and nurturing personality. The environment is homely and the childminder is very attentive to children's individual care needs. This has a positive effect on their emotional well- being.  The childminder is very experienced with consistently good teaching skills. She competently observes and assesses children's progress. She provides activities and experiences that match their interests and preferences.  Children behave well and are extremely polite with good manners. This is because the

p.1

This provision is good

childminder is a good role model who has high expectations of all children.

p.1

It is not yet outstanding because:

 Although the childminder has formed very good links with her local school, she has not made links with other schools children will move on to. This means that some children do not benefit from good partnership working to help them with the changes ahead.  The childminder does not focus her professional development sharply enough on continuing to raise the quality of teaching further.

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

 extend partnership working with schools and include all of the different schools children move on to  enhance opportunities for professional development that focus more precisely on raising the quality of teaching to an even higher level.

p.2

Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, both inside and outdoors.  The inspector viewed all areas of the home and garden used for minding children. She discussed with the childminder how she kept these areas safe.  The inspector spoke to the childminder, the children and took account of parents' views during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector reviewed evidence of the suitability of the childminder and other adults living within her home.  The inspector reviewed children's records, planning documentation and a range of other documentation, including policies and procedures.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder keeps children safe and prioritises their welfare. She is knowledgeable about the procedures to follow should she be concerned about a child's welfare. Furthermore, she helps children learn how to stay safe. For example, children confidently tell each other about how to cross the road safely. The childminder is evaluating her practice and provision well. Since her last inspection she has raised the quality of practice and addressed all previous recommendations since the last inspection. She incorporates the views of parents and children regularly. She understands her strengths and weaknesses and has action plans in place. This helps her to provide high-quality learning experiences and improve children's development outcomes.

p.3

Quality of teaching, learning and assessment is good

The childminder uses her natural teaching skills to play alongside children, encouraging them to think about and solve problems for themselves. She expertly differentiates the support needed to focus on each child's priorities for learning. For example, during an adult-led activity older children are supported to use their imagination, test their ideas and play together in the foam car wash. The childminder introduces new vocabulary to younger children and helps them enjoy the sensory experience of making marks with their cars in the foam. The childminder's skilful interaction, alongside rich learning experiences, support children to develop the skills needed for school.

p.3

Personal development, behaviour and welfare are good

The childminder takes children on outings and to groups within the village regularly. They learn to mix with different children and adults. Children are becoming part of their community as they enjoy daily outings around the village. They are learning about the world through fantastic first-hand experiences. For example, on the walk back from playgroup children notice a bee on a plant and talk about how it is collecting nectar from the flower. Children are also given excellent opportunities to manage risks and start to understand their own capabilities. They are given the freedom to explore the park and test their physical skills with plenty of praise and encouragement from the childminder. Healthy lifestyles and the relevance of hygiene practices are supported well through routines, activities and ongoing discussions.

p.3

Outcomes for children are good

Children are making good progress in their development in relation to their starting points. They show exceptional levels of engagement, have a real thirst for learning and are highly motivated to take part in activities. Children are confident with good social skills and are developing a positive self-esteem. They are independent and can manage their own personal hygiene routines. Daily opportunities are used well to support children's understanding of mathematics. Children use problem-solving skills to complete jigsaws, negotiate space whilst running outside and count the blueberries on their plate. Strong links with the local school alongside these experiences means that children are well prepared, confident and ready for their move on to school.

p.3

Setting details

Unique reference number EY308968 Local authority Leicestershire Inspection number 1044481 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 12 Total number of places 6 Number of children on roll 15

p.4

Name of registered person

Date of previous inspection 18 November 2014

p.4

Telephone number

The childminder was registered in 2005 lives in Leicester. She operates all year round from 7am to 6pm on Monday to Friday, except for bank holidays and family holidays.

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