Childminder EY471573

Inspection date

Previous inspection date 6 December 2016 15 May 2014

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

 Children are very happy and settled. They form strong relationships with the childminder, her family and their friends. Children are polite, considerate and learn to behave well. They respond positively to the childminder's caring interactions.  Children make good progress. The childminder provides particularly good support for their language and literacy development. For example, she engages younger children in games that encourage them to experiment with sounds and use new words.  Children are very confident and proud of their achievements. The childminder encourages their personal independence well, and offers lots of praise and encouragement.  The childminder is keen to make improvements in her provision for children. She reflects on her practice and actively increases her own skills, for example through training and research, to improve outcomes for children.

p.1

It is not yet outstanding because:

 Information sharing with other early years settings that children also attend is informal, and does not include detailed information about children's learning needs and the next steps in their learning to help ensure they receive consistent support.  The childminder does not gain detailed information from parents about children's prior learning, to enable her to plan more accurately for their progress from the start.

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

 gain more information from parents when children first start to help build a better picture of children's development needs at an early stage  develop stronger links with other early years settings children attend, to ensure detailed information is shared about children's learning needs.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at children's records and a sample of other documentation including policies and procedures.  The inspector took account of the childminder's evaluations and feedback from parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a confident understanding of indicators that may mean a child is at risk of harm. She knows what action to take and where to seek advice to help keep children safe. The childminder is committed to improvement. Changes made since her last inspection, such as the mud kitchen in the garden, have a positive impact on children's creativity, language and mathematical development. The childminder monitors children's progress effectively to help her plan well for the next steps in their learning. She provides regular feedback for parents about children's experiences and learning, such as through discussions, diaries and written assessments, keeping them well informed.

p.3

Quality of teaching, learning and assessment is good

Children benefit from the wide range of exciting activities the childminder offers. Activities reflect children's interests well and are skilfully adapted by the childminder to offer good levels of challenge and support. For example, younger children enjoy experimenting with the scented and sparkly playdough, making shapes using their hands and the cutters. The childminder talks to the children during their activities and routines, increasing their use and understanding of language and supporting them in speaking confidently. For example, the childminder shows the children how their jelly 'wibbles and wobbles'. Children giggle with enjoyment as they copy the movement of the jelly and repeat these new words.

p.3

Personal development, behaviour and welfare are good

Children are confident to try new things out as they feel secure in the childminder's care. They have daily opportunities to play outdoors, either in the garden or at local play parks, where they use a wide range of equipment to build on their physical skills. The childminder provides a safe and homely environment for children to play, and teaches children about how to keep themselves safe such as involving them in learning about road safety. Children are increasingly independent. For example, young children find their coat on their labelled peg, and put their shoes on ready for the childminder to help them to do them up. The childminder has a good understanding of children's care needs, and engages closely with parents to help ensure these are met.

p.3

Outcomes for children are good

Children make good progress and are prepared well for the next stage in their learning. For example, they stack the gift-wrapped parcels in the sleigh, considering their size, shape and weight. They start to recognise letter shapes and sounds, and have many opportunities to experiment with early reading and writing. For example they can choose to make cards and write letters at the very well-resourced Christmas writing table.

p.3

Setting details

Unique reference number EY471573 Local authority Poole Inspection number 1069921 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 3

p.4

Telephone number

The childminder registered in 2013. She lives in the town of Poole, Dorset. The childminder provides care on Monday to Friday during school term times from 8am to 5pm.

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