Childminder EY457021

Inspection date

Previous inspection date 17 January 2017 26 June 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 kind and caring. She makes use of her thorough settling-in process to find out as much information as possible about children and their families. Children are happy and content. They demonstrate that they feel safe and secure in her care.  The childminder is a good teacher. She observes children's development and gets to know them well. She makes use of the information gathered to provide a range of suitably challenging and interesting activities that meet children's individual needs.  Children make good progress in their learning. The childminder has a very good overview of the progress children make. She ensures any children requiring additional help or support benefit from what they need to catch up.  Partnerships with parents are excellent. Information about children's care and learning is shared in great detail using a variety of methods. Parents comment that they are very happy with the service provided. Children benefit from very good continuity

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This provision is good

between the setting and home.  The childminder evaluates the setting. She sets targets for future development. She aspires to continually improve and maintain at least good standards.

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It is not yet outstanding because:

 Children do not yet benefit from the best possible learning experiences that promote their progress as far as possible. The childminder does not reflect carefully enough on the quality of teaching. Her professional development is not sharply focused towards raising the standard to the highest level.  Although the childminder works well in partnership with some providers, she has not developed the best two-way flow of information with all other settings children attend. Children do not yet benefit from excellent continuity in their learning between all those involved in their education.

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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

 reflect more carefully on the quality of teaching and sharpen the focus of professional development, in order to further raise the standard and increase the potential to provide the best possible learning experiences that promote children's progress as far as possible  develop a better two-way flow of information about children's learning with all other settings they attend to promote excellent continuity between all those involved in children's education.

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Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with the childminder.  The inspector looked at the documents available, including children's records.  The inspector checked evidence of the suitability and qualifications of the childminder.  The inspector discussed with the childminder her methods for self-evaluation.  The inspector took account of the views of parents in the written evidence provided.

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Effectiveness of the leadership and management is good

The childminder fully understands her roles and responsibilities. This helps ensure all legal requirements are met. The childminder accesses some training. She conducts her own research and liaises with some professionals to share ideas and keep up to date. This has a particularly positive impact on her ability to promote children's health, safety and well- being. The arrangements for safeguarding are effective. The childminder has a sound understanding of government safeguarding legislation and child protection issues. She knows exactly what to do should she have any concerns that a child may be suffering from harm. The childminder is well organised. A range of records and documents helps her to safeguard children. She conducts daily risk assessment checks. She ensures that her home is always clean, tidy and secure. This helps to keep children safe.

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Quality of teaching, learning and assessment is good

The childminder has good expectations of children's learning and what they can achieve. She promotes children's learning through a good balance of adult-led and child-led play. For example, children greatly enjoy being creative and imaginative. The childminder provides opportunities for them to take part in sensory play experiences using sand. She encourages children to explore and shows them how it can be used in different ways. Children spend time playing with role play cooking equipment. The childminder gets involved in their play. She asks questions and adds explanations to their learning. The childminder ensures that different aspects of children's learning are promoted. Children acquire all the skills they need in readiness for their future learning.

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Personal development, behaviour and welfare are good

Children's physical well-being is promoted. The childminder ensures children adopt good hygiene routines, such as washing their hands. She offers children healthy snacks and talks to them about the importance of eating well. The childminder ensures children benefit from fresh air and exercise, such as by frequent visits to the local parks. Children's emotional well-being is promoted. Children behave well. They learn to use good manners and respect the environment. They keenly help the childminder with simple tasks, such as tidying away and clearing up. The childminder finds out about children's home lives and values these in her setting. Children have different opportunities that reflect and celebrate diversity. She promotes equality, tolerance and acceptance in her home.

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Outcomes for children are good

Children progress well and gain all the skills they need for the eventual move on to school. They enjoy attending. They are motivated and confident to play, explore and learn. Children are very independent. They can manage their own care needs and make choices about they want, need and like. Children develop very good communication skills. They competently talk about what they are doing and their own experiences. Children also listen and follow instructions well. Children's social skills are developing well. They are keen to include others in their play. They understand how to share and be kind. Children are beginning to build on their skills in literacy and mathematics. They particularly enjoy sharing stories and soon learn to count objects to five and beyond.

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Setting details

Unique reference number EY457021 Local authority Worcestershire Inspection number 1066543 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 16

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Name of registered person

Date of previous inspection 26 June 2013

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Telephone number

The childminder was registered in 2013 and lives in Gloucestershire. The childminder operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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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