Childminder EY453788

Inspection date

Previous inspection date 11 November 2016 1 July 2013

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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 childminder is well qualified and knowledgeable about how children learn. She uses self-evaluation as a way to review her work and identify any areas for improvement. She maintains a good standard of care and education for children and demonstrates a strong capacity to continually improve over time.  The childminder includes parents in children's learning from the very beginning. She collaborates with them to identify children's starting points and determine what they need to learn next. Parents provide books and items from home to contribute towards the childminder's plans and support children's learning.  The childminder appreciates the value of allowing children to lead their play. She provides experiences that help them to make decisions and think for themselves. As children's interest develops, the childminder provides them with more resources and asks them questions to extend their understanding.

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This provision is good

 A settling-in period helps children to get to know the childminder well. Children quickly enjoy being in the childminder's care and form close relationships with her and her children.

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It is not yet outstanding because:

 The childminder does not always encourage children to recognise how their actions affect others. For example, children play with water and soak other people who do not want to join in with their games.  The childminder does not always build on their understanding about healthy eating to support their well-being further.

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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

 encourage children to understand more about how their actions affect others  increase children's awareness of healthy lifestyles and making choices about the foods that they eat.

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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 held discussions with the childminder and children at suitable times. She looked at relevant documentation, such as the childminder's self-evaluation and evidence of the suitability of the childminder and household members.  The inspector spoke to a parent to gain their views during the inspection.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder is able to draw on her previous experiences and up-to-date training to review the ways that she helps to keep children safe in her care. She carries out risk assessments to help to identify and minimise any risks for children. The childminder knows about the work of her Local Safeguarding Children Board and follows their guidance through her policies and procedures. The childminder is well qualified and develops plans for future training to enhance her skills even further. The childminder contacts other settings that children attend, in order to exchange information to support their learning.

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Quality of teaching, learning and assessment is good

The childminder draws on her experience as a teacher to plan activities that effectively support children's next steps in learning. She clearly identifies children's starting points through observations and in consultation with their parents. By tracking children's development, the childminder is able to review their progress and swiftly identify any areas where they need extra support. Children play in a bright, well-resourced environment. They can make decisions about what they play with and enjoy discovering all the different items on offer. They examine fir cones, wooden blocks and plants that stimulate their senses, such as lavender. Children enjoy playing with magnetic shapes as they start to name the shapes that they recognise.

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Personal development, behaviour and welfare are good

The childminder is nurturing and supports children to feel secure and confident. She praises them and talks about what they have done well. The childminder talks about feelings and asks children for their views. They help her with activities, such as preparing their snack to eat. Children play outdoors, where they enjoy fresh air and being active. Children share and take turns, such as when they eat their snack together.

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Outcomes for children are good

Children are confident and expressive talkers who are developing well in their communication and language skills. They talk about their ideas and things that interest them with enthusiasm. When playing with dry rice, children move the rice using kitchen utensils and add water to their mixture. They imaginatively mix the ingredients together to make 'pink ice-cream cake'. Children are developing essential skills in readiness for starting school. They practise the sounds that letters represent and enjoy looking at a range of books. Children are independent in dressing themselves and using the toilet. At the end of activities, they help to tidy away to help keep areas clear and safe for their play.

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Setting details

Unique reference number EY453788 Local authority Luton Inspection number 1066355 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder was registered in 2013 and lives in Luton. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a qualified teacher. The childminder currently works part time.

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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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