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 have good opportunities to make choices and to lead their own learning. The childminder provides a stimulating, nurturing environment. She offers a broad range of interesting resources and experiences.  The childminder has a good understanding of how to use observation and assessment to identify children's next steps and any gaps in their learning. She successfully plans ways to focus on these in order to help children make good progress.  Children settle in well, develop confidence and play happily. They form secure attachments to the childminder and her co-childminder and begin to build warm friendships with one another.  The childminder sets a good example for children. She promotes good manners and encourages children to share, take turns and be kind to each other. Children learn about diversity and people and communities in the wider world.  The childminder extends children's vocabulary. She asks questions which help to

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This provision is good

prompt their thinking, and names colours and models language to talk about size.  The childminder is strongly committed to ongoing professional development to build on her practice and teaching skills. She regularly accesses training, finds information online and meets with other providers to share ideas and up-to-date knowledge.

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It is not yet outstanding because:

 Information gained from parents when children first start attending does not always provide the childminder with enough detailed information to help her plan for their immediate learning needs.  The childminder does not always build on children's understanding of number and quantity enough, in order to extend their mathematical development.

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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

 gather more detailed information from parents about children's learning and developmental abilities when they first begin to attend  make more use of opportunities to develop and extend children's early mathematical understanding of number and quantity.

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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 carried out a joint evaluation of activities with the childminder and discussed the self-evaluation.  The inspector looked at children's 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 the 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 signs or symptoms of abuse or neglect. She has a good understanding of procedures to follow to report concerns about the welfare of a child in her care. The childminder checks children's development regularly and keeps parents informed about their progress. She uses a range of strategies to share information with parents, including daily diaries, texts and emails. The childminder exchanges information with other providers when children also attend another setting. She promotes continuity and consistency in children's learning and care. The childminder works extremely closely with her co-childminder. Together they review the provision in order to identify strengths and aspects to improve further.

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Quality of teaching, learning and assessment is good

The childminder plans stimulating activities to inspire children's interest. She fosters their love of books and plans creative activities, inside and outdoors, that link with stories they have enjoyed. As she reads, she points to the text, helping to develop children's awareness that print carries meaning. The childminder provides children with good opportunities to use resources in their own ways and to follow their individual ideas and interests. This helps them to develop their creativity. For example, she offers a range of tools and resources to choose from as children play with dough. Some children push sticks, berries and sprigs of lavender into their dough. Others use tools to make marks in it or pull pieces off and press them into moulds.

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Personal development, behaviour and welfare are good

The childminder is calm and caring. She successfully promotes children's self-care skills and encourages their independence and sense of responsibility. For example, children relish the opportunity to dry sit-and-ride toys outside by themselves before using them and they help to tidy away toys and resources. Children's good health is promoted well. They learn good hygiene routines and have plenty of opportunities to play outside and be active. They help to plant and harvest a variety of fruit, vegetables and herbs, which helps to develop their interest in how food is grown. Children learn about safety. For example, the childminder talks with them about not eating non-edible berries and explains how this would make them poorly.

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Outcomes for children are good

All children, including those who speak English as an additional language, make good progress in relation to their starting points. Their achievements are in line with typical expectations for their age. Children enjoy joining in with songs and rhymes. They learn to cooperate with one another, for instance, as they sit together in pairs to sing a song with actions. They create sounds using a variety of instruments and by pressing buttons on electronic books and toys. Older children concentrate well and persevere to complete self- chosen tasks, such as doing jigsaw puzzles. They try pieces in different places and ways, developing their ability to solve problems and pay attention to details. Children gain key skills in readiness for the next stage in their learning, including their eventual move on to school.

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Setting details

Unique reference number EY365388 Local authority Warwickshire Inspection number 1065078 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 2008 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 with a co-childminder and offers funded early education for two-, three- and four-year-old children.

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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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