Allen, Clare Jane

Inspection date

Previous inspection date 6 December 2016 4 July 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

 Children are settled and happy. They have built very strong attachments with the childminder. Her warm and sensitive interactions help children to feel safe and secure in the environment.  The childminder provides a welcoming and well-organised environment. The childminder gives children time to explore and make their own choices from the good range of easily accessible toys and resources. Children are eager participants and show good levels of engagement in their learning.  The childminder works effectively with parents and includes them in children's learning from the beginning. She regularly shares information about what children need to learn next. Parents are well informed about their children's progress.  The childminder is conscientious and committed to her role. She identifies strengths and areas for further development to help continually improve the outcomes for children.

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It is not yet outstanding because:

 On occasions, the childminder is not always effective in helping children to develop skills to manage their feelings and to learn to compromise during play.  The childminder does not always make the best use of the information gathered from her observations and assessments in order to plan activities that provide higher levels of challenge for individual children.

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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

 use all opportunities to help children manage their feelings and to learn to compromise during play  make better use of the knowledge of individual children's next steps in learning to plan activities that provide higher levels of challenge.

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Inspection activities

 The inspector observed the quality of teaching during activities. She assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's learning records. The inspector discussed with the childminder how she plans for children's individual learning needs.  The inspector checked evidence of the suitability of the childminder. She looked at a sample of documentation, including policies and procedures. The inspector discussed the childminder's self-evaluation and her plans for continued development.  The inspector took into account the written views of parents.

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Effectiveness of the leadership and management is good

The childminder seeks out relevant opportunities to extend and update her knowledge and understanding. For example, the completion of outdoor play training has resulted in her making positive changes to, and increasing, the range of activities outside. The childminder invites and considers parents' feedback when making any changes to further improve the quality of her provision. Arrangements for safeguarding are effective. The childminder has a range of detailed policies and procedures in place. She implements these effectively to support children's care, safety and welfare. The childminder has established contact with other settings children attend in order to exchange information and maintain a shared approach to children's care and learning.

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Quality of teaching, learning and assessment is good

The childminder knows children well. She pays close attention to children's interests and provides a good selection of toys and resources that reflect these. The quality of teaching is good. The childminder uses effective methods to help children develop good speaking and listening skills. She talks clearly, introduces new vocabulary and ensures she gives children time to speak. Children listen to music and join in with the words and actions of favourite songs and rhymes. They develop their physical skills as they move their bodies in different ways. The childminder teaches children to use equipment safely. For example, they learn to be careful of others around them as they use sticks to tap to the rhythm of the music.

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Personal development, behaviour and welfare are good

The childminder effectively supports children's emotional well-being. She is aware of, and sensitive to, their individual needs and routines. For example, the childminder knows when children are tired and want their comforters from home. Children warmly refer to her by name and are confident to express their needs and wants. For example, when they are hungry or need help. Overall, children behave well and the childminder is a positive role model. She promotes good hygiene practices and children enjoy a balance of healthy meals and snacks. Children regularly benefit from outdoor play in the childminder's garden or during visits to local places of interest.

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Outcomes for children are good

The childminder knows children well. Children make good progress in all areas of their learning from their starting points. They use their imaginations well, for example, when acting out scenarios in the role play kitchen. They count the number of cakes they have made. Children begin to make comparisons between objects and notice different shapes in the environment. Children gain skills that equip them well for their future learning, including the move on to school.

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Setting details

Unique reference number EY437627 Local authority Leicestershire Inspection number 1065783 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 5 Number of children on roll 6

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Telephone number

The childminder was registered in 2011 and lives in Wigston, Leicestershire. She operates from 7.30am to 5.45pm, Monday to Friday, term time only.

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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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