Childminder EY296265

Inspection date

Previous inspection date 2 November 2016 21 October 2014

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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

 The quality of teaching is consistently good. The well-qualified childminder plans learning experiences that stimulate children. These activities are well matched to children's current interests and their next steps in learning. They complement what children learn at other settings they attend.  Children are keen and energetic learners. They listen attentively to the childminder and each other. The childminder gives children time to think about what they hear. This enables them to respond to her with thoughtful answers and ask further inquisitive questions.  The childminder uses her garden, local parks and woodlands to promote children's physical development well. Children notice detailed features of objects in the natural environment, gain an understanding of growth and decay and show concern for living things.  The childminder is a good role model. She calmly applies consistent boundaries to support children's behaviour. Children know what is expected of them. They are polite,

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This provision is good

friendly and form positive friendships and warm attachments to the childminder.  The childminder reflects on her practice well. She seeks and acts upon the views of parents. This, as well as a programme of professional development, has helped her make improvements since her last inspection. These changes have significantly improved children's learning experiences.

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It is not yet outstanding because:

 The childminder does not make the best use of information gained from parents about children's achievements at home.

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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

 use information gained from parents about what children can do at home to plan more precisely for children's next steps in learning.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on the children's learning.  The inspector jointly evaluated the children's learning with the childminder.  The inspector spoke with the childminder and her assistant and she interacted with the children at appropriate times through the inspection.  The inspector looked at the assessments of the children's progress and the planning documentation.  The inspector checked evidence of the suitability of the childminder, household members and her assistant. She looked at a sample of the childminder's policies and procedures and discussed the childminder's self-evaluation form.  The inspector took account of the views of parents expressed through their written evaluations.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder ensures that she and her assistant have current safeguarding knowledge. This enables them to identify possible signs of abuse and neglect quickly. The childminder considers and minimises the potential risks to children without limiting opportunities for their development. The newly erected greenhouse is used as a place to enhance the children's passion for growing and looking after plants. The childminder acts upon guidance from other professionals involved in the children's care and development. This helps her to meet the needs of children who have special educational needs. The childminder supervises her assistant well. They evaluate each other's practice effectively, which helps to improve the quality of their teaching. The childminder implements effective practices and procedures that prioritise and promote children's safety and well-being.

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Quality of teaching, learning and assessment is good

The childminder observes children's achievements well. This helps her to quickly identify any gaps in their development. She puts additional support strategies in place that challenge and extend their learning. For example, she supports children's communication and speaking skills very well. Children whose speech development is below what is expected for their age quickly learn and enthusiastically repeat the new words they hear. Assessments show these children are becoming confident talkers and the gaps in their development are closing. Children create simple representations of events. For example, they ask the childminder if she wants to buy one of their toy cars and suggest she goes to the cash machine to get the money to pay for it. Children correctly find and match pictures of 'people who help us'. They know a vet is an animal doctor and link the picture of the lollipop lady to the man who helps them cross the road.

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Personal development, behaviour and welfare are good

Children are warmly welcomed into a bright, airy and well-organised playroom. Children self-assuredly explore their surroundings. They have very good independence skills for their age. The childminder and her assistant model being 'a thinker'. For example, they help children identify which tree branch is safe to climb, according to its width in relation to their own body size. This also promotes children's understanding of how to keep themselves safe from relevant risks. The childminder has established good partnerships with the local nursery and school. Before children start at these provisions the childminder gently familiarises children with their routines. She introduces children to circle time and how to take turns listening to others in a small group. This helps prepare children socially and emotionally for when the time comes to move on to the next stages of their learning.

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Outcomes for children are good

Children are developing the key skills needed for the next steps in their learning. They order toy cars by weight, size and shape. They confidently count five frogs and recognise the numeral five. Children talk about past and present events in their own life.

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Setting details

Unique reference number EY296265 Local authority Doncaster Inspection number 1044450 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 12 Number of children on roll 13

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Name of registered person

Date of previous inspection 21 October 2014

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Telephone number

The childminder was registered in 2004 and lives in Doncaster, South Yorkshire. She operates her provision all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 4. She works with an assistant who holds a childcare qualification at level 2. The childminder supports children who have special educational needs.

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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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