Tranter, Susan Jane

Inspection date

Previous inspection date 4 August 2016 26 May 2015

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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 a good understanding of how children learn through play, practice and repetition. She observes children, assesses their stages of development, identifies what they need to learn next and plans ways to help them make good progress.  Children form positive attachments to the childminder and develop warm relationships with her and her family. They build friendships with other children and demonstrate that they feel secure, happy and well settled in the childminder's care.  The childminder effectively supports children, including those who speak English as an additional language, to develop their communication and speaking skills. She models clear pronunciation, repeats language back to children and names objects, colours and shapes to extend their vocabulary.  The childminder promotes consistency in children's care and learning. She keeps parents well informed about their child's activities and progress and encourages them

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This provision is good

to share information about children's interests and achievements at home.  Children develop key skills that they will need for their future learning and in readiness for starting nursery or school. The childminder helps them to develop confidence and to manage their self-care needs with increasing independence.

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It is not yet outstanding because:

 The childminder's plans for continuous professional development are not ambitious enough. They are not precisely focused on updating and improving her knowledge and teaching to the highest level.  Children's understanding about their own and other people's families, cultures and ways of life is not developed as fully and effectively as other aspects of their learning.

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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

 devise a programme for ongoing professional development that is sharply focused on updating knowledge and raising the overall quality of practice and teaching to an even higher level  extend opportunities for children to build on their understanding of their own families and cultures and those of other people and communities in the wider world.

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Inspection activities

 The inspector viewed all areas of the home that are used for childminding. She observed the quality of teaching during activities indoors and outside, and assessed the impact this has on children's learning.  The inspector carried out a joint evaluation of an activity with the childminder and discussed the childminder's self-evaluation.  The inspector looked at children's assessment records and a range of other documentation, including policies and procedures and checked evidence of the childminder's training and of the suitability of adults living on the premises.  The inspector read written references from parents and took account of their views and spoke with the childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder understands her responsibility to protect children and keep them safe. She knows the procedures to follow if she has any concerns about a child's welfare. The childminder undertakes required training and meets regularly with other childminders to share ideas and information. However, she has yet to devise an astute plan for ongoing professional development to enable her to continue to update and build on her knowledge and teaching practice as far as possible. The childminder regularly reviews children's progress, checking for any gaps in their learning and that they are progressing in line with typical expectations. She encourages parents to give feedback about her service and reflects on strengths and areas for further development. She has successfully addressed the action and recommendations raised at her last inspection.

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Quality of teaching, learning and assessment is good

The childminder gets to know children well and has a good understanding of their individual interests and skills. She provides activities that successfully meet their learning needs and that are suitably matched to their differing ages and capabilities. Children have good opportunities to lead their own learning during activities and the childminder supports them to achieve their self-initiated aims. For example, during a creative activity, children show an interest in using scissors and exploring sticky tape and glue. The childminder shows them how to hold scissors correctly and they enjoy snipping and cutting pieces of card and tape. The childminder shows them that the tape has a sticky side and a smooth side, helping them to understand how to attach it. During play and activities, the childminder skilfully asks questions that promote children's thinking skills and she sensitively gives them time to consider and respond.

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Personal development, behaviour and welfare are good

The childminder makes sure that children have a safe environment to play in and she supervises them well. She gives children clear guidance and reminders about how she expects them to behave and she acts as a good role model for them to emulate. Her praise and encouragement foster children's emotional well-being and build on their sense of self-esteem. Children learn to take turns and are encouraged to have good manners. The childminder helps them to understand about safety and ways to keep themselves and others safe, for instance, as they use scissors or play on the slide. Children's good health is promoted. The childminder teaches them about good hygiene practices and provides healthy snacks and home-cooked meals. Children have lots of opportunities to be physically active and play outdoors.

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Outcomes for children are good

All children make good progress in relation to their starting points and are working within levels that are typical for their ages. Babies and children make marks with crayons and paints and delight in using paintbrushes dipped in water to make large-scale marks on the patio outside. They enjoy listening to stories and join in with singing songs and rhymes. Older children learn to count, identify shapes and begin to recognise their name in print.

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Setting details

Unique reference number EY363183 Local authority Warwickshire Inspection number 1051022 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 6 Number of children on roll 8

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Telephone number

The childminder was registered in 2007 and lives in Rugby. The provision operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2. She supports children who speak English as an additional language.

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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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