Childminder EY400401

Inspection date

Previous inspection date 30 November 2016 7 March 2013

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 uses his observations and assessments of children's learning to plan activities that challenge them successfully. He promotes learning effectively while he supports children's play.  The partnerships with parents are good. The childminder continually shares information with parents and they work together to ensure continuity of care and learning for children. Parents share positive views about the provision.  Children's communication and language development is promoted well by the childminder. They make good progress from using gestures and expression to speaking confidently.  Children make good progress in their personal, social and emotional development. They are settled and happy in the childminder's care. Relationships are strong.  Children gain good control of their bodies while moving to music. They are learning the words to several songs while joining in with the actions.

p.1

This provision is good

 The childminder reviews his provision in cooperation with his co-childminder. He seeks information online, in order to keep up to date with early years issues.

p.1

It is not yet outstanding because:

 The childminder does not fully consider ways of raising children's awareness of similarities and differences between themselves and others. Their learning with regard to different traditions, families and communities beyond their own experience is not fully supported.  Children are not fully supported in making more spontaneous and independent decisions about their play.

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

 extend support for children to learn about families and traditions beyond their own experiences and gain a greater awareness of people in the wider world  improve opportunities for children to be more independent and spontaneous in their choice of activities and resources.

p.2

Inspection activities

 The inspector observed activities as children played in the indoor play area.  The inspector spoke with the childminder, his co-childminder and children at appropriate times throughout the inspection.  The inspector observed activities and discussed teaching methods with the childminder.  The inspector looked at a selection of children's assessment records, planning, policies and procedures, and a range of other documents.  The inspector looked at evidence of the childminder's training. She checked evidence of the suitability of all adults.  The inspector took account of the written views provided by parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Children are always diligently supervised and the play environment is safe and secure. The childminder is aware of the signs of abuse and neglect, and the local referral procedures to follow if he is concerned about a child. Necessary suitability checks for all adults living and working on the premises have been completed. Children's welfare is addressed effectively. The childminder keeps his child protection and first-aid knowledge up to date. He is aware of the duty to prevent children being drawn into situations that may put them at risk of significant of harm. The childminder's procedures for self-evaluation take account of information provided by parents. He is aware of current early years issues. Good practice ideas are shared between him and his co-childminder and with other local registered childminders. Documentation required for the safe and efficient management of the provision, and to

p.3

Effectiveness of the leadership and management is good

meet children's different needs, is well maintained and implemented.

p.3

Quality of teaching, learning and assessment is good

The childminder uses what he knows about children to ensure that they are challenged effectively to reach the next steps in their learning. Children enjoy creating enclosures with building bricks. They talk confidently about their intention to make a house. While building with larger bricks, children demonstrate an awareness of mathematical concepts. They notice gaps and tell the childminder that they need to fill these with little bricks. The childminder encourages children to count and compare quantities of different coloured bricks. Children engage in imaginative role play. They talk confidently with the childminder about the pets that they pretend they have. Children choose to play with dough and say that they are making dinner. They use good manipulative skills to mould the dough and then use tools to cut it into small pieces, saying that these are different kinds of food.

p.3

Personal development, behaviour and welfare are good

The childminder creates a warm and welcoming play environment for children. The relationships between the childminder and the children are very good. Children are learning to negotiate and the childminder supports them in understanding other children's feelings. The childminder boosts children's confidence as he praises positive behaviour. Children's good health is promoted well. They eat healthy food and they are physically active. The childminder supports children's learning about the natural world. For example, they visit a pond that is securely fenced in the garden, gather frogspawn and learn about life cycles. Children develop an understanding of dangers and how to keep themselves safe. For example, they learn how to cross the road safely.

p.3

Outcomes for children are good

Children make good progress in their learning. They develop good skills in readiness for the move on to pre-school and school. Children learn to manage their self-care needs. They express their views confidently and their vocabulary is varied. Children select their favourite books and tell a story while turning the pages and looking at the pictures. They are supported well to progress from holding writing materials in the palm of their hands to using a thumb and two finger grip. They make small marks as they pretend to write.

p.3

Setting details

Unique reference number EY400401 Local authority Coventry Inspection number 1065444 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 7 March 2013

p.4

Telephone number

The childminder was registered in 2009. He lives in Coventry. The childminder operates all year round, except for bank holidays and family holidays. He works from 7.30am to 5.30pm, Monday to Friday. The childminder works with a registered childminder.

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