Childminder EY483947

Inspection date

Previous inspection date 25 April 2017 Not applicable

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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 establishes close partnership working with parents and keeps them well informed about the progress children are making. She shares ideas for activities to help parents to continue children's learning at home.  The childminder encourages children to make choices throughout the day. She regularly seeks the views of children and parents and uses this information to drive improvements.  The childminder knows children well. She plans resources that are age appropriate, easily accessible and promote what children need to learn next. This significantly impacts on the good progress that children are making.  Children form a close bond and attachment to the childminder. They are eager to arrive and show a strong sense of belonging. Children's physical and emotional well-being are promoted well.

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It is not yet outstanding because:

 The programme of training and professional development is not highly targeted and the impact of any training attended is not reviewed, in order to help ensure the quality of teaching and learning is constantly improving.  Opportunities for children who enjoy exploring, investigating and using all of their senses are not maximised.

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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

 build on the programme of training and professional development and review the impact of training on outcomes for children to ensure the quality of learning and development is constantly improving  provide more opportunities for children who enjoy exploring, investigating and using all of their senses.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors 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 has a robust understanding of child protection issues. She is clear about the procedures to follow should she be worried about the safety or welfare of a child. The childminder regularly checks the quality of the provision and uses accurate assessments of children's progress. She uses this information to promptly identify any gaps in children's learning and seek additional support when needed. She establishes close links with other professionals and local schools to promote consistency in children's learning.

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Quality of teaching, learning and assessment is good

Younger children have plenty of space to move around and practise their physical skills, for example, as they reach for objects close by. Older children recognise the different shapes and colours of the jigsaw pieces that they manipulate to connect together. The childminder uses fun activities and everyday tasks to promote children's early literacy and mathematic skills well. She supports children's language effectively in a variety of ways. For example, she encourages older children to talk about their experiences and introduces them to new words. The childminder tunes in well to younger children's communications and copies and repeats the sounds they make. Children are confident and motivated to learn. They are developing the skills they need for future learning.

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Personal development, behaviour and welfare are good

The childminder regularly shares information with parents. She uses this information to establish children's interests, care needs and routines from the start. The childminder is a good role model of behaviour and gives gentle reminders of expectations. Children develop a growing understanding of what is expected of them and they show kindness to each other. They play cooperatively together and behave very well. Children are eager to help carry out small tasks. They help tidy away their toys and volunteer to help make snacks. Children are provided with healthy and nutritious snacks and meals and develop strong self-care skills and independence. They enjoy daily outdoor experiences, for example, as they play in the garden and go on trips within the community. Parents say children thoroughly enjoy their time at the childminder's home.

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Outcomes for children are good

Children are active, confident and independent learners. They are eager to join in with activities and have fun throughout the day. Children develop the skills and attitudes they need to be prepared for their move on to school. They enjoy planning their own play and develop increased self-esteem and motivation to learn. Children are articulate communicators who listen well and contribute to discussions. Children are confident to ask for help and express their views and opinions. All children are making good progress.

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Setting details

Unique reference number EY483947 Local authority Blackpool Inspection number 999567 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Blackpool. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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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