Childminder EY303005

Inspection date

Previous inspection date 21 July 2016 15 March 2013

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 childminder skilfully builds on opportunities to promote children's learning and development. She asks appropriate questions and supports children to keep on trying. This helps them to make sense of their actions. Children learn to concentrate and are motivated to continue learning more.  The childminder creates a warm and welcoming environment where children play together and explore independently. Children experience happy and settled relationships with the childminder and her assistant. This helps build children's self- confidence and boosts their emotional well-being.  Children are able to make choices about what they play with. They quickly become involved in planned activities because they are introduced to them well. This helps children to develop their skills in purposeful and developmentally appropriate play.  The childminder knows how to promote children's understanding, speaking and

p.1

This provision is good

listening skills. She is skilled in describing what is happening and modelling language as children play. This helps all children, especially those who speak English as an additional language, to develop their speaking and listening skills.

p.1

It is not yet outstanding because:

 The childminder does not always use what she knows about children's next steps in their learning to focus activities as precisely as possible in order to promote the best possible learning experiences.  The childminder is not always successful in getting all parents to share ongoing information about children's learning and development needs. Therefore, she does not always have a complete picture of children's abilities on which to base her planning for their future progress.

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

 make better use of the next steps identified for individual children's learning and development to increase the potential for children to make rapid progress  devise more effective ways to engage parents in sharing ongoing information about children's learning and development.

p.2

Inspection activities

 The inspector discussed children's learning with the childminder following the observation of an activity.  The inspector held discussions with the childminder and her assistant at appropriate times during the inspection.  The inspector viewed all areas of the home used for childminding and observed activities, speaking to children at appropriate times while they played.  The inspector looked at children's assessment records, planning documentation and a range of other documentation, including policies and procedures.  The inspector looked at evidence of self-evaluation and took into account the views of parents spoken to on the day.  The inspector checked evidence of the childminder's qualifications and the suitability of adults living and working on the premises.

p.2

Effectiveness of the leadership and management is good

The childminder has made good improvements since her last inspection. There are good procedures in place to monitor children's safety. The childminder implements a good range of policies and procedures to help her run the provision effectively. There are systems in place to share these with parents. The arrangements for safeguarding are effective. The childminder understands her responsibilities with regard to child protection. All adults living and working in her home have completed suitability checks. The childminder ensures that mandatory training is attended by herself and her assistant. They are alert to signs which indicate that children may be at risk of abuse and how to respond appropriately. The childminder uses self-evaluation to reflect on her practice. She adds to her skills and knowledge by seeking guidance from local authority advisers. The childminder guides her assistant's practice when they work together. She understands her

p.3

Effectiveness of the leadership and management is good

role in working together with other professionals to promote continuity in children's care and learning.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good overview of individual children's needs. There are good systems in place to identify children's achievements in their learning and development. The childminder uses this information to periodically summarise the progress children make. Children are introduced to wide range of collage materials and are keen to investigate further. The childminder demonstrates and names resources to build on children's interests and curiosities. As children explore using glue to create a picture, the childminder describes what is happening and models new language. She helps children to keep on trying. They begin to work out ways for doing things for themselves and make sense of their actions. The childminder reads a book to children. They learn number names and are encouraged to join in with familiar phrases as they listen.

p.3

Personal development, behaviour and welfare are good

Children play in the childminder's garden. This ensures they get fresh air and exercise while developing their physical skills. Children learn to play cooperatively and take turns. The childminder passes a ball to each of them in turn. Children are beginning to take care of their personal needs. They recognise and respond positively to the daily routine. The childminder sensitively reminds children that they need to wear a hat to protect them from the sun. She helps them understand why this is important for their safety. Children learn how to respect the childminder's home rules. She encourages them to join in with tidying up before moving on to the next activity.

p.3

Outcomes for children are good

Children are well supported to make good progress from their starting points. Their self- confidence and social skills are developing well. Children are learning to concentrate and are motivated to think as the childminder plays alongside them. They take an active role in their learning and are encouraged to keep on trying so that they can work out ways for doing things for themselves. Children gain the necessary skills and knowledge in preparation for the next stage in their learning, including the move on to school.

p.3

Setting details

Unique reference number EY303005 Local authority Staffordshire Inspection number 1043566 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 12 Number of children on roll 9

p.4

Name of registered person

Date of previous inspection 15 March 2013

p.4

Telephone number

The childminder was registered in 2005 and lives in Burton-on-Trent. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant.

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