Childminder EY397139

Inspection date

Previous inspection date 29 November 2016 15 November 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 has a good understanding of how children learn. She completes regular observations and assessments which she uses effectively to plan for their future learning. Children make good progress in their learning and development.  Children have warm and close relationships with the childminder. She helps children to settle well into her setting, and they feel safe and secure.  The childminder pays good attention to improving her service. For example, she has increased children's developing literacy awareness since the previous inspection, which has helped her maintain her good standards.  Children behave well. The childminder is a good role model. Consequently, children are polite, considerate, demonstrate respect for each other and understand the importance of sharing and taking turns in their play.  The childminder works in effective partnerships with other settings children attend and

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This provision is good

shares information to plan for their next steps in learning.

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It is not yet outstanding because:

 On occasions, the childminder asks the children questions but does not give them sufficient time to think about their responses before answering the questions for them.  The childminder does not gather information from parents about what children can already do when they first start, to inform planning of activities and experiences from the outset.

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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

 allow children sufficient time to think and respond and to express their thoughts and ideas  enhance partnerships with parents to gather information about what children can already do when they first start, to identify starting points for children's learning.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector looked at a sample of various documents including children's learning records, the childminder's self-evaluation, and relevant policies and procedures.  The inspector and childminder jointly considered the impact of teaching on children's learning.  The inspector talked to parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her role and responsibilities and keeps her knowledge up to date. For example, she completes regular child protection training to help her understand the appropriate procedures to follow should any concerns arise about children's well-being. The childminder completes risk assessments for her home to ensure children can play safely in her care. The qualified childminder understands the importance of professional development in regard to her teaching. For example, she has used the support of other childminders to share good practice and has worthwhile plans for the future.

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Quality of teaching, learning and assessment is good

The childminder tracks children's achievements closely to plan for what they need to learn next. She engages in children's play very effectively to support their learning. The childminder helps them to solve problems independently. For example, she helped children to understand about mathematical concepts such as weight. Children considered how they could reduce the heaviness of their bucket by taking out the number of apples to enable them to lift it. Children gain an interest in early reading, for example, they select books and enjoy stories with the childminder. They delight in exploring and investigating the natural environment such as when they play in the garden.

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Personal development, behaviour and welfare are good

Children show good levels of determination and independence such as persisting with getting dressed ready for outdoor play. The childminder develops children's awareness of healthy lifestyles. For example, she encourages them to drink lots of water and reminds them about the importance of washing their hands after playing outdoors. The childminder uses praise effectively and children are proud of their achievements such as the sparkly frost pictures they created using natural resources. Children gain confidence in different social settings. The childminder takes the children on outings, for example to community groups, where they meet and develop respect for other children and adults.

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Outcomes for children are good

Children develop good skills to prepare them for future learning and in readiness for school. They engage in activities of their choosing for good lengths of time. Children's mathematical skills develop well. For example they competently count as they wait their turn to find hidden apples in their hide-and-seek games. Children learn to match numerals correctly such as when they take part in enjoyable board games. They develop a good understanding of the natural world. For example, they talk about plants growing from seeds and needing sunshine to grow. Children are very observant and comment on things they see such as small holes where worms have eaten their way into apples.

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Setting details

Unique reference number EY397139 Local authority Wiltshire Inspection number 1062298 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 15 November 2013

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Telephone number

The childminder registered in 2009. She lives in Dauntsey Green, Chippenham. The childminder holds a relevant early years qualification at level 3. The childminder operates her service Monday to Friday, all year round, including before and after school.

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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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