Childminder EY458707

Inspection date

Previous inspection date 13 December 2016 6 August 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 is enthusiastic and demonstrates a good commitment to improving the quality of care and learning experiences for children. She reflects on all aspects of her provision to ensure good outcomes for children are maintained.  The childminder has a good awareness of how children learn through play. She observes, plans and assesses children's learning effectively. She knows their individual learning needs and interests well, ensuring children make good progress in all areas of learning, in readiness for school.  Children are very happy and well settled in this welcoming family home. They are emotionally secure because the childminder has built really good relationships with the children and their families. Parents are kept well informed about their children's daily care routines and how well they are developing.  Children's behaviour is good. The childminder is kind, nurturing and attentive. She is a

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This provision is good

good role model who speaks to children respectfully and praises their ideas. Children develop very positive relationships with each other and use good manners, share and take turns.

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It is not yet outstanding because:

 The childminder does not always exchange enough information about children's learning and development with other settings they attend, to help promote continuity in children's care and learning.  The childminder does not place enough emphasis on enhancing her already good skills, knowledge and practice, in order to raise the quality of her provision and teaching to a higher 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

 exchange even more information about children's learning with the settings that children attend, to help promote even better continuity in their care and learning  focus professional development more precisely on increasing the potential to deliver the highest quality provision and teaching so that children are best supported to make progress that is better than good.

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Inspection activities

 The inspector viewed areas of the childminder's home that are used for the care of children.  The inspector observed teaching and learning activities and assessed the impact they have on the children.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector checked evidence of the suitability of all adults living on the premises and evidence of the childminder's training.  The inspector looked at a sample of policies and procedures, and talked to the childminder about her self-evaluation and plans for improvement.  The inspector took account of the views of parents detailed in references and questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder takes positive steps to minimise risks to children and she is vigilant about children's safety on outings. The childminder is secure in her knowledge of the possible signs of abuse and neglect. She keeps up to date with the local safeguarding procedures and know how to respond in the event of a concern. She also has a good awareness of the wider issues in the care and protection of children. The childminder is well qualified. She recognises the benefits to children's care and learning by keeping her practice and knowledge up to date. Parents are very complimentary about the provision and comment that they are pleased with what their children know and can do.

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Quality of teaching, learning and assessment is good

Children are enthusiastic learners who enjoy their time with the childminder. They are confident and talk about what they enjoy when they are with the childminder, such as painting and playing with dough. Close monitoring of children's progress ensures that their individual learning needs are accurately identified and planned for. Children access a wealth of resources and younger children confidently explore their environment. Older children particularly like using their imagination in role play and pretend to go sailing, making sure that everyone is all aboard. All children benefit from the good teaching strategies used by the childminder which promote learning to a good level. The childminder encourages children to develop their innate curiosity as they take part in some basic science activities and watch jelly cubes go from being solid to a liquid. This also provides opportunities for children to learn new vocabulary, such as dissolve, mixture and

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Quality of teaching, learning and assessment is good

vanish. Good questioning skills encourage children to predict what might happen next.

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Personal development, behaviour and welfare are good

Children's health, well-being and physical development are promoted effectively. Children learn about healthy eating and good personal hygiene routines. Children have good opportunities to spend time outdoors, developing their physical skills and confidence. They develop good independence skills and help prepare fruit for snack time. Children learn about road safety while on outings and talk about the red sign that means stop. Partnerships with parents work very effectively and ensure children's individual needs are met. This includes good procedures to support children who speak English as an additional language. Parents are provided with regular updates about the progress their children make and their next steps in learning.

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Outcomes for children are good

Children's all-round development is fostered successfully to help them confidently embrace their move to school. Older children learn to recognise and write their name and are beginning to link letters to the sound they make. Children make progress in their mathematical development as they count and use numbers and shape names during play. Children learn about the local community and the wider world. This helps them to learn about and respect the needs of others.

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Setting details

Unique reference number EY458707 Local authority Dudley Inspection number 1066658 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 4

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Name of registered person

Date of previous inspection 6 August 2013

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Telephone number

The childminder was registered in 2013 and lives in Dudley. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-year-old children. She holds an appropriate qualification at level 3. 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

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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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