Childminder in Warwickshire

Inspection date

Previous inspection date 13 December 2016 14 January 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 enjoy warm, affectionate relationships with the childminder and her co- childminder. They are settled and happy. They are confident to play and explore. They are able to express their interests and needs.  The childminder effectively promotes children's speaking and communication skills, including those who speak English as an additional language. She models good pronunciation and broadens children's vocabulary. She repeats back what they say and puts their single words into simple phrases, helping to extend their language.  Children learn to behave well and be kind to others. The childminder is a good role model. She teaches them about taking turns and sharing. She gives them clear guidance about her expectations for their manners and behaviour.  The childminder demonstrates a strong commitment to ongoing professional development. She regularly attends training and meetings, helping her to keep up to

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This provision is good

date with changes in the childcare sector and to build on her teaching knowledge and skills.  Children benefit from daily opportunities to get fresh air, be active and play outdoors. The childminder offers healthy snacks and meals. Children are involved in growing and harvesting fruit and vegetables, helping them to develop an understanding of where food comes from.

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It is not yet outstanding because:

 The childminder does not find out as much as possible from parents about children's knowledge and capabilities when they first start attending.  Although the childminder carefully observes children's learning, she does not always make highly effective use of her observations to focus precisely on how to help them make the best possible progress.

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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

 seek more detailed information from parents about what children already know and can do when they first start attending  build on and refine the already good systems for planning and assessment to give an even sharper focus to helping children achieve rapid progress in their learning.

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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 indoors and outdoors and assessed the impact this has on children's learning.  The inspector discussed the self-evaluation and children's learning during activities with the childminder.  The inspector looked at children's assessment records and a range of other documentation. She checked evidence of the suitability of people living on the premises and of the childminder's training.  The inspector read written comments from parents and took account of their views. She spoke with the childminder, her co-childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The childminder and her co-childminder work together effectively, performing complementary roles within the setting. They evaluate their provision together and identify strengths and aspects for further development. For instance, they are considering ways to continue improving the outdoor provision for children. The arrangements for safeguarding are effective. The childminder understands her responsibility to protect children and promote their safety. She knows the procedures to follow should she have any concerns about a child's welfare. The childminder talks daily with parents to share information. She promotes a consistent approach, for example, to managing children's behaviour and potty training. Where children also attend another setting, the childminder finds out about what they are learning, in order to support and build on this.

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Quality of teaching, learning and assessment is good

The childminder carefully observes children and gets to know their individual interests and personalities very well. The partnership between the childminder and her co-childminder is extremely strong. They plan and assess children's learning together. However, because of this, the childminder's independent assessments and knowledge of children's stages of development and next steps are not as strong as these could be. Even so, the childminder has a good understanding of the learning opportunities within activities and everyday routines. She makes skilful use of these to promote children's ongoing development. For example, as children help to tidy buttons away, the childminder models counting with one- to-one correspondence and encourages them to say the next number. She talks with them about the sizes and colours of the buttons.

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Personal development, behaviour and welfare are good

The childminder provides a warm, welcoming home-from-home environment for children. She teaches them about the importance of following good hygiene procedures and shows them how to wash their hands properly. She encourages children to develop independence in self-care, relative to their ages and capabilities. For example, children are encouraged to use a spoon and fork to eat and to put on their own shoes and coats to go outdoors. The childminder teaches children about safety when using equipment, such as a slide, helping them to come down safely with their feet first. Children have opportunities to learn about their own families, culture and celebrations and those of other people and communities.

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Outcomes for children are good

Children develop important skills and attitudes that will help them in their future learning, including starting school. They develop concentration and the ability to maintain their attention, particularly when completing activities that they have chosen themselves. From an early age, children begin to manage simple tasks independently, such as feeding themselves and holding their own cup. Young children begin to count and learn about concepts, such as size, wet and dry, dirty and clean. All children make good progress from their starting points.

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Setting details

Unique reference number EY436654 Local authority Warwickshire Inspection number 1065773 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 14 January 2013

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Telephone number

The childminder was registered in 2011 and lives in Hartshill, Warwickshire. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works jointly with her daughter-in-law, who is also a registered childminder. The childminder supports children who speak English as an additional language.

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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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