Childminder 105110

Inspection date

Previous inspection date 22 September 2016 11 March 2015

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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

 Since the last inspection, the childminder has made consistent improvements to her practice. She has taken relevant advice from other professionals and attended training. This has helped her to develop a more thorough understanding of how to teach young children. She has also made effective changes to the procedures she has in place to assess and track children's development.  The childminder has comprehensive policies in place that underpin her practice. She implements effective procedures, such as endeavouring to make sure that mobile phones and cameras are used safely in her setting. She has attended training on new safeguarding initiatives that affect her work with children and has successfully implemented these in her practice.  The childminder teaches children effectively and they make good progress. Children enjoy painting; the childminder gives them time to explore and think about what they

p.1

This provision is good

want to do. Children use small brushes and paint with precise detail. At times, they pause and look carefully at their pictures before adding to it with a different colour.  The childminder plans her activities and outings based on the needs of the children. For example, she attends toddler groups when she feels these would be beneficial for children to help to develop their social skills. She visits soft-play areas with children to help develop their physical skills in a suitable and fun environment.

p.1

It is not yet outstanding because:

 The childminder does not always seek enough initial information from parents about what their children already know and can do, in order to precisely identify their starting points in learning.

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

 extend the range of initial information obtained from parents to include further detail of children's development, in order to identify their starting points and to plan more precisely for their progress from the earliest opportunity.

p.2

Inspection activities

 The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her.  The inspector saw the areas of the premises and garden used for childminding.  The inspector looked at children's assessment records and the childminder's planning documentation. Evidence of the suitability of household members and a range of other documents, including the safeguarding policy, were also seen.  The inspector spoke to, and interacted with, children at appropriate times during the inspection.  The inspector took account of the childminder's self-evaluation form and of the views of parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is confident about following appropriate child protection procedures, which helps to protect children's welfare. She keeps herself updated on local safeguarding procedures by regularly checking relevant websites and engaging in professional discussions with other childminders. The childminder reflects on the activities she provides and the rate of children's progress. She ensures any gaps in learning are swiftly identified and strategies are planned to address them. The childminder uses self-evaluation to review her teaching methods and service. She seeks the views of parents through questionnaires and discussions. Children help the childminder to reflect on outings to different places they have visited, such as the zoo. Older children write about what they enjoyed and younger children draw pictures.

p.3

Quality of teaching, learning and assessment is good

The childminder teaches children well as they engage in their chosen activities. For example, as children thread bobbins onto laces she introduces mathematical language. She counts how many bobbins they have and talks about what colours are the same and which are different. The childminder gives children time to think about what they are doing and encourages them to have a go. This helps them to swiftly develop new skills, such as fixing interlocking beads together. The childminder is aware of children's next steps in learning and ensures that the activities they experience are suitably challenging. She regularly shares ongoing information with parents about children's development and receives updates from them about what children have been doing and learning at home. Children are excited to be able to take favourite resources home and this helps to promote continuity in their learning.

p.3

Personal development, behaviour and welfare are good

Children have many opportunities to do things for themselves, such as washing their hands independently after messy activities and finding their own belongings. They enjoy being outside where they have many opportunities to be active and develop their physical skills. For example, they enjoy playing ball games with the childminder and riding on tricycles. The childminder helps children to understand their own needs, respecting their choices when they say they are not ready for snack. The childminder helps children to understand how healthy food grows by taking them to visit an allotment. Parents speak highly of the childminder. They feel she provides a homely, nurturing environment where their children are happy and thrive.

p.3

Outcomes for children are good

Children make at least good progress and some are exceeding the range of development typical for their age. They demonstrate high levels of communication and language skills. Children express themselves extremely well and hold complex conversations with the childminder. They begin to recognise numbers and letters from a young age. Children proudly show the childminder they have found the letter their name starts with and the number that is the same as their age. All children are effectively gaining the keys skills required for their next stage of learning at nursery and at school.

p.3

Setting details

Unique reference number 105110 Local authority Luton Inspection number 1050861 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 12 Total number of places 6 Number of children on roll 10

p.4

Name of registered person

Date of previous inspection 11 March 2015

p.4

Telephone number

The childminder was registered in 1997 and lives in Luton. She operates from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays.

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