Childminder EY311317

Inspection date

Previous inspection date 13 February 2017 28 May 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 passionate about her role and strives to improve. She has addressed areas for development identified at the last inspection and made positive changes that benefit children's learning.  The childminder has effective working relationships with parents. She regularly shares information with them about their children's progress. The childminder exchanges ideas for play at home, which helps to support children's continuity of learning.  Children are encouraged to develop their self-care skills and follow good hygiene procedures from a young age. They wash their hands when they independently use a tissue to wipe their nose.  The childminder uses a range of outings and activities to help raise children's awareness of their community and the wider world.  Children seek physical comfort from the childminder and enjoy cuddles when they are ready to sleep. The childminder knows children well. She supports and meets their

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It is not yet outstanding because:

 The childminder does not consider the different ways in which children like to learn as fully as possible, in order to precisely focus future planning so that they are highly engaged and challenged.

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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

 focus more precisely on the different ways in which children like to learn to increase the potential for each child to achieve at the highest possible level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder attends child protection training and has a good knowledge of the possible signs and symptoms of abuse. She knows what to do if she has a concern about the welfare of a child in her care. The childminder follows good practice to keep children safe and secure. She checks her home and garden each day to help minimise any potential risks and hazards. The childminder is qualified and continues to develop her knowledge and skills. She attends relevant courses that help her to support children's learning. The childminder is reflective and has started to evaluate her practice to help her to continually improve. Parents share their views and opinions verbally and through written references. Their written comments are complimentary about all aspects of their children's care and learning.

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Quality of teaching, learning and assessment is good

The childminder supports children's learning through good quality interactions. She encourages their early language skills and literacy development well. The childminder sings nursery rhymes to children and encourages them to repeat the words. Children make marks on paper and enjoy looking at books and turning the pages. They show their understanding of simple questions as they point to familiar objects in the book when asked. Children are beginning to recognise that print and illustration carries meaning. They enjoy playing with musical instruments and learn to operate toys with buttons. The childminder models actions for children to copy. Children show control in holding small mallets, which they use to make sounds on the xylophone.

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Personal development, behaviour and welfare are good

Children are happy and demonstrate strong attachments to the childminder. They show how they feel secure as they explore the environment with ease. Children are given frequent praise and encouragement, which fosters their self-esteem and good behaviour. The childminder supports children's personal development well. Children meet up with others from different settings to attend playgroups and have lunch together. They develop their confidence to mix with adults and children of a similar age. This helps children to prepare for the wider social network of school. Children have regular opportunities to be active and get plenty of fresh air. They enjoy trips to local farms, parks and indoor play areas. Children are introduced to different festivals and celebrations outside of their own family. They are developing positive attitudes towards others.

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Outcomes for children are good

Children make good progress from their starting points. They are developing the key skills required for their future education. Children are encouraged to do things for themselves. They sit at the table to enjoy their healthy meals and snacks and learn good table manners. Children show good levels of concentration as they determinedly fit all the pencils back into the box. Children are introduced to mathematical language and colours as they play.

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Setting details

Unique reference number EY311317 Local authority Barnsley Inspection number 1051050 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder was registered in 2005 and lives in Monk Bretton, Barnsley. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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