Childminder in Wolverhampton

Inspection date

Previous inspection date 1 December 2016 17 February 2014

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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 improved her practice since the last inspection. She now has relevant and up-to-date safeguarding policies and procedures. The childminder has also improved her assessment of children's learning, to identify their level of development.  The childminder evaluates her provision effectively. She uses the views of parents, children and her local authority adviser to help her identify strengths and areas for improvement. She has now implemented good, ongoing assessment of children's learning, showing their progress over time.  Children are being well prepared for school. The childminder has a strong focus on promoting children's mathematical and literacy skills. One of the ways she does this is by displaying letters and numbers for children to recognise. They are starting to recognise the number of their age and letters from their name.  The assessment of children's starting points is robust. Information from parents about

p.1

This provision is good

children's knowledge and skills is used well to plan for children's initial learning when they first start attending.

p.1

It is not yet outstanding because:

 Children's individual learning is not always meticulously planned for. Information from observations is sometimes not used really effectively to identify specific next steps in children's learning.  The childminder's professional development plans are not yet targeted precisely enough to raise the quality of teaching to an outstanding level.

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 what is known about individual children, so that specific areas of development can be targeted for really rapid progress  build on the already good practice and plan professional development opportunities that focus more specifically on developing an expert knowledge of teaching and learning.

p.2

Inspection activities

 The inspector observed the quality of teaching during a range of activities and assessed the impact this has on children's learning.  The inspector spoke with the childminder throughout the inspection. He looked at relevant documentation, such as children's records and evidence of the suitability of all those living on the premises. He discussed self-evaluation and the policies and procedures.  The inspector was shown around the house and garden by the childminder. He also checked the childminder's procedures for assessing risks in the environment.  The inspector took account of parents' views. He also spoke with children throughout the inspection.  The inspector observed an activity and evaluated it with the childminder.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder makes sure she finds out about the changes to safeguarding legislation. She uses this information to update her knowledge of how to identify and report possible abuse or neglect. The childminder has robust procedures in place for assessing risks in her home, and on outings, to help keep children safe. Monitoring of children's progress is effective. The childminder is able to identify any gaps in children's learning. She works alongside other settings children attend to help close gaps swiftly and promote continuity in children's learning.

p.3

Quality of teaching, learning and assessment is good

Parents are kept well informed about their children's progress. The childminder regularly shares information about children's learning, such as through daily verbal feedback or sharing children's learning journals. Children are highly motivated to learn and sustain their concentration for significant periods of time. For example, they play with play dough and develop new ideas, such as making animals, food and different people, based on their own experiences. This helps to promote children's imaginative and creative skills. The childminder promotes children's physical skills effectively. She provides a range of tools for children to use to manipulate the play dough. They grasp knives, push down on cutters and learn how to roll the rolling pin.

p.3

Personal development, behaviour and welfare are good

The childminder promotes consistency between the care children receive at home and in the setting. She agrees strategies with parents about how to promote children's positive behaviour. Children enjoy many opportunities to play outdoors, helping to promote their good health. Arrangements for when children first start attending, and for when they go to school, are effectively implemented. This helps children settle quickly and to be emotionally well prepared for school. The childminder has good relationships with the local school and takes children to events, such as the Christmas play. This helps children to become familiar with school and teachers. Children are very well mannered, they say thank you for the toys the childminder provides. Their self-esteem is promoted effectively and the childminder awards them certificates for their achievements. Children are learning how to help others who are less fortunate than themselves and who may not be at home

p.3

Personal development, behaviour and welfare are good

for Christmas. They paint a grotto to donate to the local children's hospital.

p.3

Outcomes for children are good

All children make good progress from their starting points. They have good social skills. The childminder makes the most of opportunities for children to play with others, helping them to learn how to share toys and take turns. Children have a keen interest in books and enjoy visits to the local library to listen to stories being read. Children are able to follow rules and instructions. The childminder teaches them how to be safe, such as by not swinging on chairs and to tidy up after their play. Children are independent as the childminder encourages them to manage their toileting needs with little, or no support, in readiness for school.

p.3

Setting details

Unique reference number EY362076 Local authority Wolverhampton Inspection number 1043637 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 9 Total number of places 6 Number of children on roll 6

p.4

Name of registered person

Date of previous inspection 17 February 2014

p.4

Telephone number

The childminder was registered in 2007 and lives in Wolverhampton. She operates all year round from 8am to 7.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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