Childminder EY446771

Inspection date

Previous inspection date 30 January 2017 9 January 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has a secure understanding of children's individual learning needs. She uses her good teaching skills to motivate children to learn, and children make good progress from the start.  Children settle well and develop warm relationships with the childminder, who works well with her co-childminders to consistently support children's needs, routines and well-being.  Children learn to treat others with kindness and respect. For example, they learn to value the choices of others, to take turns and to share in their play.  The childminder has maintained her good standards successfully and continues to develop her knowledge and skills, to improve the provision. For example, she has used ideas shared by other professionals to further support children's independence.

p.1

It is not yet outstanding because:

 Occasionally, the childminder does not take all opportunities to help some younger children to learn her expectations, such as not standing or kneeling on chairs, consistently.  The childminder provides children with different materials to explore. However, on occasion, she does not encourage children to follow their interests or make full use of the resources, to extend their creativity further.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 make the most of opportunities to help younger children understand the high expectations for their behaviour more consistently  support children's interests and creative development as effectively as possible during their play, to further encourage their progress.

p.2

Inspection activities

 The inspector observed activities and the quality of the childminder's interactions with the children. She also discussed the effectiveness of an activity with the childminder.  The inspector observed the management of children's care routines.  The inspector looked at children's assessment records.  The inspector sampled the childminder's documentation and discussed her knowledge of the requirements of the early years foundation stage.  The inspector observed the childminder working with her co-childminders and reviewed feedback from parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with current safeguarding practices to help her understand the risks to children and to keep them safe. The childminder reflects well on the quality of her provision to make ongoing improvements. For example, she makes good use of her assessments to keep parents informed as their children progress and provides activities to help children learn more. The childminder works closely with parents and her co-childminders to plan children's learning accurately. For example, they create plans to show how activities will be used to support children's next steps for learning, which are agreed with parents.

p.3

Quality of teaching, learning and assessment is good

The childminder joins in with children's play with enthusiasm and provides suggestions and ideas to capture their interest. She uses children's chosen activities to help them achieve their next steps in learning. For example, she helps them to learn new colours, to count with her and to learn about size and shape as they play. In response, children are keen to share their knowledge, such as naming the colours they recognise. The childminder encourages children to overcome challenges successfully, such as learning to fix construction resources together and fit lids onto glue sticks.

p.3

Personal development, behaviour and welfare are good

The childminder works efficiently with her co-childminders to provide a safe and secure environment for children. For example, she completes risk assessments of the play areas and supervises children closely at all times. The childminder helps children to develop healthy lifestyles successfully. For example, children enjoy lots of outdoor activities where they play energetically and join in with action songs enthusiastically. The childminder makes good use of the community to support children's learning and understanding of their world. For example, children visit the library to borrow books and go to country and animal parks to explore natural life. Children learn about diversity and to respect the lives and beliefs of others, for example, as they learn about Chinese New Year and share books.

p.3

Outcomes for children are good

Children develop the skills they need for their future learning well. They are curious and keen to join in with new activities. Children communicate well and make their own choices confidently. They develop good independence, for example, by managing tasks for themselves and helping others when asked. Children enjoy making marks to practise their early writing skills, and learning about numbers and letters ready for school.

p.3

Setting details

Unique reference number EY446771 Local authority Wiltshire Inspection number 1062611 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 9 January 2013

p.4

Telephone number

The childminder registered in 2012. She works with two other childminders from their home in Durrington, Wiltshire. The childminder offers care from 7.30am to 5.30pm on Monday to Friday, for most of the year. The childminder holds a relevant qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5