Childminder EY485872

Inspection date

Previous inspection date 7 September 2016 6 June 2016

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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

 Since the last inspection the childminder has made significant improvements to the way she observes and assesses children's progress and how she provides children with opportunities to develop their English skills. She has established effective and ongoing support and professional development for her assistant.  Teaching is good. Children benefit from the childminder and her assistant's positive involvement in their play. They talk to the children and allow them to explore and lead what is going on, demonstrating how things work.  Children are able to settle in when they arrive. The childminder seeks detailed information from parents about their interests and routines, which helps her to meet each child's individual needs.  The childminder and her assistant work well together. The childminder supports the assistant to become involved in the planning of activities. The assistant is clear about her role and uses her initiative during activities with the children.

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This provision is good

 Children's safety is promoted because they are closely supervised. Children are learning about how to keep themselves safe through discussion and becoming involved in activities, such as tidying up the toys, before getting different resources out.

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It is not yet outstanding because:

 Children's deeper thinking is not consistently extended. There are occasions when the childminder does not give children the opportunity to consider how they can overcome challenges in their activities.  Occasionally, the childminder does not make the most of opportunities that arise to fully promote the older and most-able children's developing skills in reading and writing.

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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

 focus more precisely on promoting children's deeper thinking during play and activities  devise even better ways to support the older and most-able children's developing literacy skills.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector evaluated an activity with the childminder and discussed the teaching and learning.  The inspector spoke with the childminder, her assistant and the children at convenient times during the inspection. She looked at relevant documentation, such as children's records and evidence of the suitability of the adults living and working in the household.  The inspector took account of the views of parents and children as expressed through their written comments on the childminder's questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have completed training which ensures they know how to keep children safe and understand the procedures to follow in the event of concerns. The childminder has established effective supervision and monitoring of her assistant. They both continue to increase their knowledge of how to support children in their learning and development. This increased understanding results in effective changes being made to how they observe and assess children's learning, how the planning is led by children's interests and the successful involvement of parents. Well-targeted plans for the future of their service result from regular and effective self-reflection.

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Quality of teaching, learning and assessment is good

The childminder has an accurate knowledge of each child's starting points and identifies their next steps in learning from the information she gathers from parents and her own observations. She plans around children's interests, continually extending and building on what they already know. She is skilled in planning activities that smoothly link across the areas of learning. One example of this is a craft activity that also includes numbers, shapes and colours, hand-eye coordination and lots of discussion and support for children's developing language skills. Children who speak English as an additional language are developing confidence to practise their spoken English. The childminder and her assistant are patient and clear when talking to them, repeating words and phrases in English and children's home language.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming environment and effective settling-in procedures, which helps children to feel secure and separate from their parents. The childminder and her assistant are very caring and reassuring when new children start to attend. This results in children developing a sense of well-being and belonging in the setting. Children quickly become confident to join in with the activities and to choose what they want to play with. Children behave well and are aware of the daily routines. For example, they listen to the childminder and are eager to get ready for lunch, wash their hands and sit at the table. The childminder manages any specific needs, such as allergies and diet, and the children eagerly tuck into their food.

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Outcomes for children are good

Children are making good progress. They are able to develop skills that help them to be ready for the next stage in their learning and for starting school. Children become independent in choosing their activities and managing their own self-care needs. They are learning to work together, to respect each other and to share. Children quickly develop confidence in the childminder's home, showing curiosity and keenness to try out all the activities that are available to them.

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Setting details

Unique reference number EY485872 Local authority Cambridgeshire Inspection number 1058615 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 4 Total number of places 12 Number of children on roll 8

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Telephone number

The childminder was registered in 2015 and lives in Huntingdon. She operates for 51 weeks of the year from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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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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