Childminder in Warwickshire

Inspection date

Previous inspection date 18 November 2016 15 October 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

 The childminder fully understands her roles and responsibilities. This helps ensure all legal requirements are met. She evaluates the setting and is focused on maintaining good standards.  Children make good progress. The childminder has high expectations of children's learning and what they can achieve. She makes good use of what she knows about children's development to provide suitably challenging activities that meet their individual learning needs.  The childminder is kind, caring and friendly. She gets to know children and their families well from the outset. Children form close relationships with her. They settle quickly and soon become happy and relaxed in her care.  The environment is bright, welcoming and stimulating. The childminder ensures children have access to a varied range of resources, toys and equipment. Children are keen to play and explore. They are interested and motivated to learn.

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This provision is good

 Partnership working is strong. The childminder liaises closely with parents, professionals and other providers. A two-way flow of information about children's care and learning is shared. Children benefit from continuity between all of the settings they attend.

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It is not yet outstanding because:

 The childminder does not provide young children with consistent opportunities to practise and develop their speaking skills at the highest level. For example, sometimes the childminder does not always allow these children enough time to respond in conversation or to questions.  The childminder is not yet sharply focused on developing her knowledge and skills to promote the best possible outcomes for children. Her professional development is not yet targeted towards raising the quality of teaching even 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

 provide young children with more-consistent opportunities to practise and develop their speaking skills at the highest level  sharpen the focus of professional development to increase the potential to raise the quality of teaching even further.

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Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with the childminder.  The inspector looked at the documents available, including children's learning records and the childminder's policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder.  The inspector discussed with the childminder her methods for self-evaluation.  The inspector sought the views of parents from the written evidence provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder's knowledge of safeguarding legislation and child protection issues is sound. She knows how to respond appropriately should she have any concerns about children's welfare. The childminder's home is clean, safe and secure. It is risk assessed and any potential hazards are minimised. This helps to protect children from different types of harm. The childminder conducts some research, accesses some training and uses her relationships with a range of professionals to help keep her knowledge and skills up to date. This has a particularly positive impact on the consistently good quality care that children benefit from.

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Quality of teaching, learning and assessment is good

The childminder understands how children learn. She plans specific activities that promote the next steps in their learning. The quality of teaching is good. Children benefit from a mix of adult-led and child-led play. For example, the childminder provides children with a variety of tools and materials to experiment with. She encourages children to make different shapes out of play dough and pictures on paper out of leaves. This helps to build on their creative skills. Children enjoy playing with role play equipment, such as mobile phones or baby dolls, and small-world play resources, such as play people and a doll's house. The childminder spends time engaging with children at their level and introduces different props to enhance their pretend play. This builds on children's imaginative skills. The childminder has a good overview of the progress children make. This helps to ensure all children continue to achieve at the levels expected for their age.

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Personal development, behaviour and welfare are good

Children's physical well-being is promoted. The childminder is sensitive to children's individual care needs and ensures these are well met. Children learn about the importance of being healthy. The childminder ensures children adopt good hygiene routines. She talks to children and their families about the benefits of a good diet. The childminder ensures children benefit from plenty of fresh air and she encourages exercise. Children enjoy spending time outside in the childminder's garden. Children's emotional well-being is fostered. The childminder provides children with plenty of opportunities to learn about the wider world. She finds out about their similarities and differences and values these in her setting. She promotes respect, tolerance and acceptance in her home.

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Outcomes for children are good

Children are becoming successful learners. They enjoy attending and keenly participate in the routines of the setting. They are willing to have a go and try new experiences. Children are beginning to become absorbed in their learning and persist with activities for short periods of time. Children are independent. They make choices and can select resources without help. Children are developing skills in communication and language. They express themselves in a range of ways and are beginning to share their likes, dislikes and wants. Children behave well. They listen to adults and follow instructions. They enjoy helping with small tasks and like some responsibility. Children acquire a range of basic skills they need for their future learning and the eventual move on to nursery or school.

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Setting details

Unique reference number EY292837 Local authority Warwickshire Inspection number 1059681 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 15 October 2012

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Telephone number

The childminder was registered in 2004 and lives in Rugby. The childminder operates all year round from 8am until 4pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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

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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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