Childminder EY221588

Inspection date

Previous inspection date 15 November 2016 17 March 2014

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

 The childminder has improved her overall practice since the last inspection. She now holds a current paediatric first-aid certificate. The childminder has also developed her observations and assessments of babies' learning, to help her better promote all areas of their development.  The childminder strives to provide good experiences for children. She has taken steps to build on her knowledge and skills through a range of training. She has also engaged very well with her local authority advisor, seeking feedback on how to improve.  The childminder promotes children's literacy skills effectively. She takes them to the local library to choose books. Children have a keen interest in books and select their favourites to look at. They listen intently to the childminder as she reads stories.  Children's progress is monitored rigorously by the childminder. She has developed effective ways to check children's rates of progress, to help ensure all children reach

p.1

This provision is good

their expected milestones. This enables her to identify any children who need additional support in their learning to help close gaps swiftly.  Partnership working with the other settings children attend is good. The childminder exchanges information about children's learning and care needs. This promotes continuity between all settings children attend.

p.1

It is not yet outstanding because:

 The childminder does not always focus sufficiently on offering children different ways of learning when planning activities in order to make sure all children are able to learn in the way that suits them best.  The childminder does not always support all parents to the highest level to encourage their children's continued learning at home.

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

 take more account of the different ways in which children learn when planning activities, in order to tailor them more precisely to children's individual learning styles  increase the support provided to all parents to enable them to guide children's learning successfully at home.

p.2

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 spoke with the childminder throughout the inspection. He looked at relevant documentation, such as self-evaluation, policies and procedures and evidence of the suitability of all those living on the premises.  The inspector was shown around the house and garden by the childminder. He also checked the childminder's procedures for assessing risks in the environment and on outings.  The inspector viewed written comments provided by parents and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps up to date with changes to local and national safeguarding legislation. She uses this information to update her own child protection policy and procedures. The childminder attends regular safeguarding training and knows how to refer concerns about children's welfare. The views of parents and children are used to help the childminder improve her practice. Training is having a positive impact on the quality of teaching. The childminder has attended a recent course on promoting children's mathematical development. This has taught her to make the most of all incidental learning opportunities. For example, the childminder counts the stairs with children as they come down them and asks children how many grapes they want for snack.

p.3

Quality of teaching, learning and assessment is good

The childminder carefully plans to help children reach their milestones. Children's interests are developed through the activities provided. The childminder promotes children's vivid imaginations and creativity through a wide range of role play activities. She plays alongside children and enhances their ideas. Children take on roles in their imaginative play. Children use a cloth and pretend spray cleaner to clean the toy kitchen. They use the pretend kettle to make the childminder a cup of tea. The childminder promotes children's positive attitude towards others. She uses books with positive images of disabled people and talks to children about what being disabled means. Partnerships with parents are developing well. The assessment of children's starting points now includes information from parents about children's prior knowledge and skills.

p.3

Personal development, behaviour and welfare are good

The childminder promotes children's healthy lifestyles well. Children use the garden daily. They go on the trampoline to develop their physical skills as they learn to jump. The childminder vigilantly supervises this to help keep children safe. Children grow tomatoes and chillies with the childminder, helping them to understand where food comes from. Children's behaviour is good. They are able to share and take turns. Children's positive behaviour is rewarded with verbal praise, which also helps to promote their self-esteem. Children's prompt and regular attendance is superbly promoted. The childminder collects children whose parents struggle to drop them off on time. This gives children very good opportunities to play and learn with the childminder.

p.3

Outcomes for children are good

All children make good progress from their starting points. Gaps in children's speech development are closed through targeted teaching. Children are independent, they verbalise their choice of toys and lead their own play. Children's have good physical skills. They are able to use a range of tools to cut out play dough and manipulate the dough to create different creations. Children are learning how to manage their toileting needs with support from the childminder. Children communicate confidently as they respond to questions asked by the childminder. Children are well prepared for the next stage in their learning.

p.3

Setting details

Unique reference number EY221588 Local authority Wolverhampton Inspection number 1043744 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 6 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection 17 March 2014

p.4

Telephone number

The childminder was registered in 2002 and lives in Ashmore Park, Wolverhampton. She operates her provision all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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