Childminder EY422635

Inspection date

Previous inspection date 18 July 2016 12 July 2012

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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's quality of teaching is consistently good. She gives simple explanations during activities, follows children's interests and extends their learning to build their confidence and to support their communication and language skills. This inspires children and motivates them to learn.  Children are self-assured and happy. They develop strong, affectionate bonds with the childminder, who is kind and responsive to their needs. Her good practice helps to provide children with the emotional security required to be able to explore and learn successfully.  The childminder is a good role model. She has clear expectations of children's behaviour and gives age-appropriate guidance and support when needed. Children learn to behave well and display good manners.  The childminder takes all necessary steps to keep children safe and protected. She keeps her safeguarding knowledge updated and policies and procedures are

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This provision is good

implemented consistently.  Children experience an exciting range of learning opportunities. They choose what they wish to play with from a range of good quality toys. The childminder organises the environment well to encourage children to explore and investigate.

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It is not yet outstanding because:

 The childminder does not always make best use of her assessments to focus precisely on what children need to do next, in order to help them make the best possible progress.  The childminder has not pursued her professional development sufficiently enough to raise the quality of her teaching to the highest level, in order to help children make the best possible progress in 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

 refine the arrangements for monitoring and tracking children's progress so that even more precise next steps for their learning are identified and planned for and the potential for children to achieve rapid progress is increased  focus professional development more specifically to raise the quality of teaching to a higher level and achieve the best possible outcomes for children in their learning.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and made observations of children present. The inspector observed the quality of teaching during activities and the impact this has on children's learning.  The inspector looked at children's assessment records and the planning documentation. The inspector checked evidence of the suitability and qualifications of the childminder.  The inspector and childminder discussed an activity that children had been involved in.  The inspector sampled some of the childminder's policies and procedures. The inspector asked the childminder questions about their practice at appropriate times throughout the inspection.  The inspector discussed the childminder's self-evaluation and her improvement plan.

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Effectiveness of the leadership and management is good

The qualified and experienced childminder has a good knowledge and understanding of how children learn and develop through play. Therefore, she is able to successfully deliver good quality learning experiences that are well matched to children's individual needs. The childminder monitors children's progress well to identify and address any gaps in their learning. She works very closely with other settings and parents. For example, she has developed strong communication channels with them, using daily diaries for younger children and feedback sheets to update parents on children's progress. This helps to promote consistency in children's care and learning. The arrangements for safeguarding are effective. The childminder understands what to do if she has a concern about a child in her care. The childminder has good systems in place to check her practice is safe. Confidentiality is respected and information is kept secure. Regular risk assessments are

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Quality of teaching, learning and assessment is good

The childminder supports children's learning well and helps them to make good progress. For example, in an activity the childminder encourages children's concentration skills by studying the texture and taste of different fruits. Together they chop up bananas, apples, mango, and pineapple. They talk about what each one is like and how they compare or how they are different. As a result, children build their confidence in using and understanding language. Children are active learners and initiate many activities themselves, such as digging in the sand with toy trucks, skilfully supported by the childminder. High priority is placed on developing children's independence, personal and communication and language skills. Children demonstrate good listening skills. For example, they listen carefully to instructions about going outside to play.

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Personal development, behaviour and welfare are good

The childminder has flexible settling-in arrangements to meet children's individual needs. Children are regularly taken on visits to local groups to meet with other children so that they can socialise and learn about the wider world. The childminder provides activities that help children develop their physical skills. Children enjoy being outdoors and thrive because of the strong bonds they have with the childminder. They dig in the sand, carry water, and make pictures outdoors, talking constantly with the childminder. The childminder continually praises them for their efforts, which increases their confidence and self-esteem.

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Outcomes for children are good

Children make good progress from their starting points and acquire the skills for their next stage in learning and move to school. They are independent and display good levels of enjoyment and engagement as they confidently investigate their surroundings. They show a very strong sense of curiosity. Children develop their mathematical understanding and counting skills while they play and learn the importance of having a healthy lifestyle and following good hygiene routines.

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Setting details

Unique reference number EY422635 Local authority Cheshire East Inspection number 1056192 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 14 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 12 July 2012

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Telephone number

The childminder was registered in 2011. She lives in Lower Heath, Congleton, Cheshire. The childminding provision operates Monday to Friday from 7.30am until 6pm, all year round, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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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

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 .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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