Childminder EY447912

Inspection date

Previous inspection date 14 February 2017 11 September 2014

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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 Outstanding 1

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This provision is good

 Children build extremely strong bonds with the childminder and show exceptional levels of confidence and self-esteem. The childminder places a strong emphasis on supporting children's personal development, behaviour and welfare, and does so extremely well.  The childminder uses her assessments of the children well to plan an exciting range of learning experiences and activities. Children are highly motivated and curious to learn. They make good progress in their development.  The childminder uses self-evaluation well to help her prioritise areas for development and ensure positive outcomes for children. For example, she has made positive changes to the outside play areas, such as the provision of a mud kitchen to encourage children to use their imaginations.  Partnerships with parents are effective. The childminder involves parents in their children's learning and provides them with useful information and ideas to further

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It is not yet outstanding because:

 Occasionally, the childminder does not help children to learn how to pronounce words correctly to extend their speaking skills even further.  At times, the childminder misses opportunities to extend children's thinking and encourage them to share their ideas more.

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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

 make better use of opportunities to develop children's language skills fully so that they learn to pronounce words correctly  improve the use of questioning to develop children's thinking and help them to solve problems.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector sampled a range of documentation, including children's records and the childminder's policies.  The inspector and the childminder observed children during activities and completed a follow-up discussion about children's learning and progress.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of parents' views, from their written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder supervises children well and is clear about her role and responsibility to keep children safe. She has a good understanding of child protection issues and knows how to respond to any concerns about a child's welfare. The childminder uses her skills and knowledge from training and her teaching experience to offer children a wide range of creative activities to use their imaginations. The childminder links closely with other settings where children attend, exchanging information to ensure a consistent approach for each child in their care and education.

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Quality of teaching, learning and assessment is good

The childminder gets involved in children's play, and she makes learning enjoyable. For example, older children enjoy looking at picture cards, naming objects and begin to recognise initial letters and sounds. The childminder uses many opportunities for children to learn mathematical language. For example, older children identify shapes in the environment and younger children sing counting songs. Children show high levels of curiosity and concentration. For example, they take it in turns to plant and water the flowers they helped to choose from the garden centre and use words such as 'biggest' and 'smallest' as they compare sizes. The childminder monitors children's progress effectively, planning focused activities to close any gaps successfully.

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Personal development, behaviour and welfare are outstanding

The childminder and children share exceedingly close relationships. The childminder provides a highly stimulating and nurturing environment, where children are safe and secure. The childminder is an extremely good role model for children. She is always close by, offering much praise and encouragement for children's efforts and achievement. Children are exceptionally well behaved. Even the youngest children are considerate and respectful, demonstrating an excellent understanding of boundaries. For example, one child helps another child take off their coat after playing outside. The childminder provides excellent opportunities for children to be physically active, and children have an excellent understanding of how to keep healthy. For example, they know the importance of hand washing after handling the soil in the garden before eating their food.

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Outcomes for children are good

Children develop a good range of skills, which prepare them well for the next steps in learning and school. For example, they listen well and follow instructions from the childminder, such as tidying away the toys before lunchtime. Children enjoy books and stories. They enthusiastically move in time to music and rhymes. Children gain increasing independence in choosing what to play with and dressing themselves for outside play, for example.

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Setting details

Unique reference number EY447912 Local authority Somerset Inspection number 1071515 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 3

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Name of registered person

Date of previous inspection 11 September 2014

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Telephone number

The childminder registered in 2012 and lives in Taunton, Somerset. She cares for children from Monday to Friday, all year round, except bank holidays, family holidays and Christmas. The childminder is a qualified primary school teacher.

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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

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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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