Childminder in Staffordshire

Inspection date

Previous inspection date 16 November 2016 26 February 2016

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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 childminder's provision is very well resourced, both indoors and outside. Children form warm relationships with the childminder and her co-childminder, and they learn to make friends with each other. Children confidently and actively play, learn and explore the environment. They demonstrate that they feel secure and happy in the childminder's company and become confident learners.  The childminder has a good overview of individual children's needs. She is familiar with using observations as a means of identifying children's achievements and progress.  The childminder has developed effective systems to enable parents to actively contribute to her initial assessments of children's development and learning. She regularly exchanges information with parents which helps to promote continuity in children's care, learning and development.  The childminder demonstrates a professional and committed attitude to her work. She

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This provision is good

adds to her knowledge through attending training and by using guidance from local authority advisors. The childminder has reflected on actions from her last inspection to make improvements to her practice.

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It is not yet outstanding because:

 The childminder occasionally misses opportunities to extend children's thinking and problem-solving skills. For example, she does not always allow enough time for younger children to consider their own thoughts and ideas when they are investigating new ways of doing things.  The childminder's arrangements for reviewing and evaluating her practice do not focus enough on raising the standard of teaching to the highest possible levels.

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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

 increase opportunities for younger children to follow through with their ideas and make links between their thoughts and actions so they can work things out for themselves  focus self-evaluation more sharply on raising the standard of teaching to the highest possible level.

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Inspection activities

 The inspector discussed children's learning with the childminder following the observation of an activity.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector viewed all areas of the home used for childminding and observed activities, speaking to children at appropriate times while they played.  The inspector looked at children's developmental records and a range of other documentation, including policies and procedures.  The inspector looked at evidence of self-evaluation and took into account the written views of parents and those spoken to on the day.  The inspector checked evidence of the childminder's qualifications and the suitability of all adults living and working on the premises.

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Effectiveness of the leadership and management is good

The childminder has a good range of well-written policies and procedures which helps her to run the provision effectively and to keep children safe. The policies and procedures are shared with parents during the settling-in period and permission is gained from them to promote individual children's health and safety. The childminder understands her role in working with other professionals to promote continuity in children's care and learning. The arrangements for safeguarding are effective. The childminder is aware of signs that may indicate that a child is at risk of abuse. She fully understands her responsibilities to respond to any concerns she may have about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of children and knows the different ways in which they learn. She has developed systems to track the progress they make in their learning and development. As a result, she has a secure knowledge of what children already know and what they need to learn next. She works cooperatively with her co-childminder to help children to learn through play and exploration. The childminder skilfully builds on children's interests to promote their learning and development. She describes what is happening and models new language as she plays and talks with them. This helps to build children's vocabulary and motivates them to keep on trying.

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Personal development, behaviour and welfare are good

Children learn the importance of leading a healthy lifestyle. They play in the childminder's garden where they get plenty of fresh air and physical exercise. The childminder supports children who are learning to use the toilet by themselves. They read a book together about using the toilet and washing their hands, and she sensitively helps them to develop an understanding of their own care needs. The childminder skilfully supports children in helping them to recognise other children's needs and interests. Children learn to value others opinions, to share and take turns. The childminder helps children to prepare for what comes next in their daily routine. She teaches them to understand how their individual tasks contribute to working cooperatively with others to achieve a common goal, for example, when children help to take their drinks and stools to the dining room ready for lunchtime. Children have a good awareness of the childminder's expectations for their

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Personal development, behaviour and welfare are good

behaviour and why they must follow the rules.

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Outcomes for children are good

Children actively explore the rich, varied and stimulating environment. They are confident to ask for help when it is needed and are highly motivated and interested in developing their skills. All children make good progress, including those who receive funded early education. They are beginning to develop the skills and knowledge they will need when they are ready for the move on to nursery or school. Children's early literacy skills are supported as they look at books and have many opportunities to practise early writing skills. As children play, they learn shape and number names, and words about quantities and measure.

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Setting details

Unique reference number EY476862 Local authority Staffordshire Inspection number 1058584 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 26 February 2016

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Telephone number

The childminder was registered in 2014 and lives in Tamworth, Staffordshire. She works with a co-childminder. The provision operates all year round on Monday, Tuesday, Wednesday and Friday from 7.30am until 7pm, and Thursday from 7.30am until 4.30pm, except for bank holidays and family holidays. The childminder offers overnight care and provides funded early education for two-, three- and four-year-old children.

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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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