Childminder in Warwickshire

Inspection date

Previous inspection date 5 December 2016 10 December 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 understands how children learn through playing and exploring. She offers children choice and encourages them to investigate and use resources in their own ways. She provides good opportunities for sensory exploration.  Children's development of speaking and communication skills is given a strong priority. The childminder extends their vocabulary and encourages them to repeat new words. She narrates what they are doing and models good use of language.  The childminder visits children in their own homes initially, helping them to gain confidence with her in familiar surroundings. They visit her home and stay for shorter periods at first, which helps them to settle in. Children form secure bonds with her and show that they feel safe and happy.  Children behave well, develop good manners and play harmoniously alongside others. The childminder teaches them to share, take turns, be kind and have patience with one

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This provision is good

another. She sets a good example and gives them gentle reminders about her expectations.  The childminder successfully promotes children's physical well-being and good health. She provides healthy snacks and nutritious meals. She takes children out to local nature trails, fields and parks and encourages them to be physically active.

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It is not yet outstanding because:

 Even though the childminder builds good relationships with parents and encourages a two-way flow of information about children's care and learning, she does not consistently share precise details about their stages of development and progress.  The childminder's plans for continuous professional development are not ambitious enough. They are not sharply focused on updating and improving her knowledge and teaching to the highest level.

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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

 share more precise details with parents about children's stages of development and ongoing progress  devise a programme for ongoing professional development that is sharply focused on updating knowledge and raising the overall quality of practice and teaching to an even higher level.

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Inspection activities

 The inspector viewed all areas of the home that are used for childminding. She observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector carried out a joint evaluation of an activity with the childminder and discussed the childminder's self-evaluation.  The inspector looked at children's assessment records and a range of other documentation, including policies and procedures. She checked evidence of the suitability of people living on the premises and of the childminder's training.  The inspector spoke with the childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of possible indicators of abuse or neglect and of the procedures to follow to report any concerns. She understands her responsibility to keep children safe. She carries out daily checks of her home and garden to help minimise risks to children's safety. The childminder regularly meets with other childminders to share information and ideas. She reflects on the quality of her service, gives parents opportunities to express their views and is sensitive to children's responses to what she offers. She identifies aspects of her provision to develop further. For example, she tries different ways to continue improving and enhancing how she shares information with parents.

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Quality of teaching, learning and assessment is good

The childminder observes children and identifies areas where they are making good progress and aspects for further focused support. She plans activities to help them achieve their next steps in learning. Children benefit from a well-balanced mix of adult-initiated activities and opportunities to choose their own play. The childminder follows children's lead and skilfully weaves in opportunities to extend their learning. For example, as children play with a toy kitchen and food, the childminder fosters their pretend play, models counting and builds on their understanding of quantity. As children make Christmas tree decorations, the childminder names shapes that they stick on and encourages them to name colours. She helps them begin to make links, such as linking the star shape to singing 'twinkle, twinkle little star'.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming, attractive environment for children in her home and playroom. Examples of children's work are displayed, helping to foster their sense of belonging and self-esteem. The childminder promotes children's independence skills, relative to their ages and abilities. Children enjoy the responsibility of being involved in simple tasks, such as using a brush to help sweep up flour after an activity. Children learn about families and people in the wider world and have opportunities to go out into the local community. For example, the childminder takes them to local childminder's groups and stay-and-play sessions. This gives them opportunities to develop confidence and social skills within a wider circle of children and adults.

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Outcomes for children are good

All children make good progress in relation to their starting points. They develop key skills in readiness for the next stages in their learning, including their eventual move on to nursery or school. They show curiosity and maintain focus on activities that interest them. Young children develop the dexterity and hand-to-eye coordination that they will need in preparation for writing. For example, they build small-muscle control as they manipulate play dough and use their fingertips to sprinkle glitter. Children relish using a variety of media and materials. They draw with their fingers in glitter and are fascinated by the marks they make using pine cones in flour. They enjoy listening to stories, dancing and playing instruments along to familiar songs.

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Setting details

Unique reference number EY398779 Local authority Warwickshire Inspection number 1065431 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 10 December 2013

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Telephone number

The childminder was registered in 2009 and lives in Galley Common, Nuneaton. The provision operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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

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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