Childminder EY339882

Inspection date

Previous inspection date 1 March 2017 24 June 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 Good 2

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This provision is good

 The childminder's self-evaluation is effective and she reflects well on how she can continue to improve, to ensure good-quality outcomes for children. For example, she further developed her systems of monitoring to more quickly identify and address any gaps in the learning programme. This successfully helps her to ensure all children consistently make good progress from their starting points.  The childminder's strong settling-in procedures help her to quickly develop good relationships with parents and children. Babies particularly benefit from this, and show through their affectionate responses to the childminder that they feel emotionally secure. All children demonstrate good levels of self-esteem and confidence.  The childminder works well with other early years settings that children attend. She shares information about children's learning well, and ensures that planning for their ongoing learning is consistent between settings.

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This provision is good

 Children enjoy a well-resourced and inviting environment. The childminder organises resources well so all children, including babies, can easily choose for themselves.

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It is not yet outstanding because:

 Activities that teach children about how to use different types of technology lack challenge for older children.  The childminder does not gain more detailed information from all parents about their children's learning and achievements, to help inform her assessments and planning.

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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

 provide more challenge for older children to learn about and use different types of technology  encourage parents to share more detailed information about their children's learning and achievements at home, to inform the assessment and planning process for all children.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities.  The inspector talked to children and read feedback from parents.  The childminder talked to the childminder about how she monitors children's progress and plans for their future learning.  The inspector reviewed records and documentation, including safeguarding procedures, and talked to the childminder about how she implements these.

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Effectiveness of the leadership and management is good

The childminder's good monitoring helps her to identify where improving her skills has the most impact on children's learning. She makes the most of training opportunities to further develop her knowledge. For example, following training, the childminder improved opportunities for children to learn about numbers, space and measurement when outdoors. She identifies that children now make better use of natural materials, such as stones, twigs and mud, to explore ideas such as 'big', 'small', 'heavy' and 'light'. Safeguarding is effective. The childminder's understanding of local safeguarding procedures is good. She is clear about what to do to help protect children from harm.

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Quality of teaching, learning and assessment is good

The childminder plans a good variety of interesting activities that challenge children well. She focuses very well on their individual learning objectives, building on their recent achievements to help them make progress. For example, she provides a range of push- along resources for babies who have learned to stand and balance as they develop the confidence to walk independently. She praises and encourages them very effectively. The childminder communicates very well to extend children's learning. For example, when children compared three polar bears to the bears in a popular story, she encouraged them to identify and discuss their differences. For instance, polar bears live on the ice at the North Pole, not in the woods. The childminder developed this very well, talking about what the polar bears could use to build a house. She introduced them to the idea of an igloo, and they worked out how to make one using building blocks.

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Personal development, behaviour and welfare are good

The childminder supports children's personal and social skills well. Children's behaviour is good. Older children are kind and helpful to babies and toddlers, and play with them well. For example, they showed babies how to build towers by stacking beakers, and patiently helped to re-build these each time the babies delightedly knocked them down. The childminder supports children well to learn about their own and others' cultures. For example, they talked about why pancakes are traditionally eaten at this time of year. Children are active and all ages enjoy energetic musical activities. For example, babies had fun banging instruments while older children sang and did the actions.

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Outcomes for children are good

Children develop good skills that prepare them well for the next stage in their learning, including starting school. They are independent and manage their needs well. For example, babies enjoy helping to feed themselves, learning to use a spoon as they copy the childminder. Older children enjoy good opportunities to develop their social confidence with larger groups of a similar age, such as when attending local craft groups.

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Setting details

Unique reference number EY339882 Local authority Somerset Inspection number 1068804 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 24 June 2014

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Telephone number

The childminder registered in 2006 and lives in Martock in Somerset. She works Tuesday to Friday from 7.30am to 6pm during term time.

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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

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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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