Childminder EY483132

Inspection date

Previous inspection date 25 August 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 quality of teaching is good. The childminder plans a range of interesting activities that helps to support and extend children's learning. This has a positive impact on the progress children make.  Toys and resources are easily accessible to children. This helps them to make choices about what they want to play with.  Children are supported to learn about number. They regularly enjoy activities that incorporate counting, number rhymes and songs.  Children's understanding of expected behaviour and responsibility is developing well. They work together to tidy away toys and resources and respect the needs of others in their play.  The childminder is caring and responsive to children's needs. Children establish close relationships with the childminder, helping to support their growing confidence and emotional well-being.

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It is not yet outstanding because:

 The childminder does not gather as much information as possible from parents about what children already know and can do. This means that she does not have a comprehensive overview from which to plan for children's learning from the start.  The childminder does not always give children enough time to think and respond to questions because she occasionally intervenes too quickly. This means that children can not always attempt to solve their own problems.

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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

 strengthen the initial partnerships with parents by supporting them to share more detail about their children's development and use this information to enhance planning so that children make the best possible progress from the start  ensure children are given enough time to think about and respond to questions, in order to promote their problem-solving skills.

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Inspection activities

 The inspector observed activities taking place and children at play throughout the inspection and assessed the impact of teaching on children's learning.  The inspector took account of the views of parents provided in questionnaires.  The inspector carried out an evaluation of an activity with the childminder.  The inspector looked at children's observation and assessment records, the register of attendance and sampled other documentation, including evidence of suitability checks for household members.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a sound understanding of child protection procedures. She knows what to do if she has any concerns about children's welfare. The childminder attends a range of courses to develop her knowledge and skills. She also actively engages with other local childminders. This helps her to reflect on ways to improve her teaching and outcomes for children. The childminder takes account of the views of parents as she evaluates her practice. She identifies strengths and areas for further improvement, in order to continue to improve the quality of the provision. The childminder establishes positive relationships with parents. They are kept informed of children's activities and learning experiences through daily conversations.

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Quality of teaching, learning and assessment is good

Children enjoy manipulating play dough. They experiment as they press straws and other objects into it. The childminder provides running commentaries so that young children develop their language skills. She uses descriptive language as children play and introduces new words, such as squidgy. Children giggle and repeat this back to the childminder. This helps develop children's vocabulary, their confidence with speaking and their understanding of how to use words in context. Babies are curious and investigate sensory experiences and the childminder helps them to make sense of their actions. Children practise their problem-solving skills as they manipulate pieces of puzzles to form a jigsaw. The childminder observes children and effectively assesses their progress to monitor any emerging gaps in learning. She ensures that these are swiftly addressed and plans activities to meet the needs of all children.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She encourages children to show respect for others and has rules and boundaries in place that are consistently applied. For example, children understand that they are expected to help with small tasks. They help to tidy up after activities, collecting plastic balls and sorting them into baskets. Children develop confidence and independence as they play. They have plenty of opportunities to be physically active as they play in the garden and take part in local events in the community. The childminder supports children's understanding of good hygiene routines and their awareness of healthy lifestyles.

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Outcomes for children are good

Children make good progress in their learning. They learn skills which help them prepare well for the next stage in their learning, including the move on to school. Children develop their social skills and confidence to make friends with other children from the local community. Children are motivated and they show perseverance when trying to complete tasks for themselves.

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Setting details

Unique reference number EY483132 Local authority Rotherham Inspection number 997824 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in the Brampton Bierlow area of Barnsley. She operates all year round from 6.30am to 6pm, Monday to Friday and alternate Saturdays, except for family holidays. She provides funded early education for two-, three- and four-year-old children.

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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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