Childminder EY448667

Inspection date

Previous inspection date 4 October 2016 12 December 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

 Children are well settled and feel secure because the childminder and her assistant have warm, nurturing personalities. Their environment is homely and they promote a family atmosphere. Both are very attentive to children's individual care needs. This has a positive effect on children's emotional well-being.  The childminder and assistant are good role models and ensure children are clear about what is acceptable behaviour. Children follow instructions with ease. Younger children are beginning to understand simple boundaries which help them to know what is expected of them.  The childminder is committed to providing good quality childcare for the families she works with. She is extremely self-motivated and dedicated to her own professional development. She is currently studying for a degree in early years and networks closely with other early years professionals. This helps to maintain the good quality of her

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This provision is good

teaching and to improve the outcomes for children.  The childminder has built up very good relationships with parents. She provides regular and detailed feedback about children's routines, activities and achievements. Parents are kept well informed and are fully involved in their children's care and learning.

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It is not yet outstanding because:

 The childminder has not focused the professional development of her assistant sufficiently on raising the good quality of teaching to an even higher level, in order to help children achieve rapid progress in their learning.  The childminder does not consistently build as far as possible on children's interest and eagerness to learn when they choose activities for themselves. As a result, although children make consistently good progress, they do not make progress as rapidly as they could.

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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

 sharpen the focus of professional development to enhance good teaching skills further and increase the potential for children to make rapid progress in their learning  make better use of children's self-chosen activities to challenge children further and help them more swiftly achieve at the highest possible levels.

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Inspection activities

 The inspector looked at the different areas inside and outside that are used by minded children.  The inspector discussed children's individual progress with the childminder.  The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector looked at children's assessment records and the planning documentation.  The inspector checked evidence of the suitability and qualifications of the childminder and discussed her self-evaluation form and improvement plan.  The inspector took account of the views of parents and carers from information included in the childminder's own parents' survey.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Areas that children have access to are closely monitored for any potential hazards. The childminder has a good knowledge and understanding of child protection procedures. Furthermore, she ensures her assistant completes training that supports him to have sound knowledge of how to keep children safe. The childminder has made good connections with the local school and other early years settings. She shares information about children's interests and progress with them. This helps to provide continuity in learning and to support children with the move on to school. The childminder continually reflects on practice and evaluates her provision alongside her assistant, taking into account the views of parents and children. This helps her to drive improvement in the provision and enhances learning opportunities for children.

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Quality of teaching, learning and assessment is good

Teaching is good and is underpinned by a very good understanding of how children learn and develop. The childminder has effective methods in place for observing and assessing children's progress. These enable her to accurately track what children know and can do. The childminder responds particularly well to younger children's needs. She gets on the floor and actively joins in with play to support their learning. For example, as children play with dolls the childminder encourages children's imagination as they take on the role of mummy and care for the baby. She helps younger children to develop their spoken language as she names everyday objects, such as bottle and nappy. Older children make independent choices, learn to persevere and to lead their own learning.

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Personal development, behaviour and welfare are good

Children demonstrate they are secure and settled as they explore their surroundings and go to the childminder and her assistant for cuddles and reassurance. Older and younger children are helped to mix and interact well with each other, developing important social skills. The childminder supports children's understanding of the diverse world through discussions and activities. They look at how different countries celebrate various festivals around the world, and talk about similarities and differences between people. Children have good opportunities for daily exercise and fresh air. They enjoy regular outings in the local community and benefit from visits to local parks, museums and playgroups. These experiences are used to extend children's confidence and social skills, and to support their physical development.

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Outcomes for children are good

Children are curious, motivated and demonstrate high levels of involvement as they engage in chosen activities. For example, children play with a toy house and small-world figures for significant periods of time. They are completely engrossed in their imaginary worlds. Children make good progress in relation to their starting points. they are eager to get involved in all activities and have good communication skills to be able to express their interests and needs. All children are ready to take on the next steps in their learning.

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Setting details

Unique reference number EY448667 Local authority Leicestershire Inspection number 1060307 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 14

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Name of registered person

Date of previous inspection 12 December 2012

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Telephone number

The childminder was registered in 2012 and lives in Loughborough, Leicestershire. She works all year round from 7.30am to 6.30pm, Monday to Thursday, except for family holidays. The childminder has a relevant childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children. She 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

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

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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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