Childminder EY296371

Inspection date

Previous inspection date 9 March 2017 2 November 2016

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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 demonstrates a clear dedication to providing a safe and nurturing environment. Since her last inspection, the childminder has actively sought guidance from local authority advisors and made good improvements to her work with children.  The childminder successfully engages parents in her practice. They are able to actively contribute to initial assessments and regularly check their children's progress. As a result, children benefit from a shared approach to their care and learning.  The childminder's home is very well resourced. Children actively explore the rich, varied and stimulating environment. This means children are highly motivated and interested in developing their skills through purposeful and developmentally appropriate play.  Children develop a strong sense of belonging as they form appropriate relationships with the childminder and each other. This reinforces children's self-confidence and

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This provision is good

emotional well-being that helps them feel safe and secure.  The childminder has high expectations of children. She continually creates and builds on opportunities to promote children's learning as she plays and talks with them. This helps them to concentrate and develop their own ideas even further. Children are gaining the key skills to support their future learning.

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It is not yet outstanding because:

 Individual children's learning is not always meticulously planned for. Information from observations is sometimes not used effectively enough to identify specific next steps in children's learning.  The childminder evaluates her provision. However, she has not yet considered how to use the process effectively to check the quality of her teaching and the impact this has on children's learning.

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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 what is known about individual children so specific areas of development can be targeted for really rapid progress  enhance the systems for monitoring practice and focus more closely on the quality of teaching and the impact it has on children's learning.

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Inspection activities

 The inspector discussed children's learning with the childminder following the observation of an activity.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector viewed all areas of the home used for childminding and observed activities. She spoke to children at appropriate times while they played.  The inspector looked at a range of documentation, such as children's records.  The inspector discussed self-evaluation with the childminder and took into account the written views of parents.  The inspector checked evidence of the childminder's qualifications and the suitability of adults living on the premises.

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Effectiveness of the leadership and management is good

The childminder implements a good range of policies and procedures to help her run the provision effectively and keep children safe. She ensures that all required information is shared and permissions are gained from parents to promote individual children's health and safety. The childminder understands her role in working together with other settings children attend to promote continuity for children's learning. She builds in information shared from other professionals about children's development into play experiences. The arrangements for safeguarding are effective. The childminder clearly understands her responsibilities with regard to child protection. She is familiar with local safeguarding procedures and alert to the signs that indicate concerns with children's welfare.

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Quality of teaching, learning and assessment is good

The childminder makes observations of children's learning and records their progress. This allows her to identify their individual needs. She has developed good systems to identify any gaps in children's learning. The childminder periodically summarises children's progress to ensure that she has a good overview of their individual needs. The childminder is skilled in using many and varied teaching skills as she talks with and plays alongside children. This develops children's thinking skills as they play cooperatively. The childminder asks appropriate questions and helps children to keep on trying. The childminder is skilled in involving all the children in her care in activities. Using very good descriptive language, the childminder demonstrates how they too can make snips with scissors. Children share their understanding, demonstrate their own ways of doing things and make sense of their actions.

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Personal development, behaviour and welfare are good

The childminder organises space and resources well. Children develop independence in their learning as they choose freely from a wide range of toys and activities. This helps children to develop their skills in purposeful and developmentally appropriate play. Children learn the importance of leading a healthy lifestyle. They get plenty of fresh air and physical exercise on the daily walk to and from school. Children play in the childminder's garden and visit local parks. The childminder helps children to listen to instructions. She encourages children to help out with small tasks and tidy up before moving on to the next activity. Older children learn how to keep themselves safe. The childminder sensitively reminds children of the house rules and how to follow them.

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Outcomes for children are good

Children develop positive relationships with the childminder. They cuddle in together with the childminder as she reads stories and sings rhymes. Younger children happily join in as they fill in the missing words or phrases in a favourite rhyme. Older children repeat and identify initial letter sounds as they join in with stories. As children play they learn number names and words about size. They learn new words and concepts and develop a 'have a go' attitude to their learning. Children are supported very well to remain focused, concentrate and to make sense of their own ideas. This motivates children's interests and helps them to gain an understanding of how to play purposefully.

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Setting details

Unique reference number EY296371 Local authority Staffordshire Inspection number 1078100 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 11

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Name of registered person

Date of previous inspection 2 November 2016

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Telephone number

The childminder was registered in 2004. She lives in Amington, Tamworth, Staffordshire. The childminder operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years 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

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

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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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