Brown, Joanne Marie

Inspection date

Previous inspection date 25 April 2017 11 February 2015

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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 and her assistant observe children and accurately assess their starting points and ongoing development. They identify what children need to learn next and plan suitable ways to help them achieve and make good progress.  Children show that they feel settled, happy and safe. They have secure bonds and good relationships with the childminder, her assistant and her co-childminder. The adults effectively nurture children's sense of self-esteem with their praise and encouragement.  Children have plenty of opportunities to play and continue their learning outside in the fresh air, which contributes to their physical well-being.  The childminder and her assistant establish good partnerships with parents. They effectively promote consistency through the exchanging of information about children's care needs, learning and progress.  The childminder seeks parents' views about her provision and uses feedback to help

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This provision is good

her identify strengths and areas for further development. She is enthusiastic about her role and strives to continue raising standards and improving outcomes for children.

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It is not yet outstanding because:

 Occasionally, adults do not fully support older children to think about ways to achieve their aims and solve problems during activities.  Children's understanding about people from other cultures and communities is not developed as fully and effectively as other aspects of their 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 the most of opportunities to help older children think about new approaches and overcome challenges they encounter during activities  extend opportunities for children to build on their understanding of different people, communities and cultures in the wider world.

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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 observation with the childminder. She discussed the childminder's self-evaluation.  The inspector held discussions with the childminder and her assistant. She looked at relevant documentation and evidence of the suitability and qualifications of persons living or working in the household.  The inspector spoke with children during the inspection. She took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder and her assistant are both confident about what to do if they have concerns about the welfare of a child in their care. They know the signs and symptoms to look out for that may indicate abuse or neglect. The childminder ensures that children are well supervised and safe. She works closely with her co-childminder and her assistant to promote consistency in the provision. She gives her assistant encouragement and support. They attend relevant training and find information online to refresh their skills and build on their understanding and practice.

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Quality of teaching, learning and assessment is good

The childminder and her assistant regularly review children's development to check that they are progressing well. They effectively promote children's communication and speaking skills. They adapt their language to support younger children's understanding, repeat back what children say and extend their vocabulary. They narrate what children are doing and help them make links between words and actions. For instance, they say 'mix, mix, mix,' as children use spoons to move sand. They model language to talk about size, shape and quantity and encourage children to count. The childminder helps children to make connections between different experiences, such as playing in sand and on the beach at the seaside. She encourages children to feel and begin to describe textures.

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Personal development, behaviour and welfare are good

The childminder provides a safe and stimulating environment for children. She teaches them about good hygiene practices and encourages them to gain independence in managing their personal care. She reminds them about safety, such as sitting down to eat. The childminder provides healthy snacks and light meals and helps children begin to understand that some foods are better for them than others. She involves children in planting and growing vegetables and herbs, such as potatoes, tomatoes, runner beans and mint. This helps them to develop an awareness of where food comes from. Children behave well. They learn to take turns, share and play alongside others.

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Outcomes for children are good

Children make good progress in relation to their starting points. Where their development is below typical expectations, focused support helps them to catch up with their peers and the gaps are closing. Children enjoy playing with construction bricks. They explore how they fit together, build towers and delight in knocking them down. They join in with favourite songs and rhymes, listen to stories and show an interest in looking at books. Children draw and make marks and older children practise writing their names. Children maintain involvement in self-chosen tasks for sustained periods of time. They are growing in confidence and developing skills needed for the future, including for starting school.

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Setting details

Unique reference number EY399292 Local authority Warwickshire Inspection number 1094044 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 12 Number of children on roll 10

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Name of registered person

Date of previous inspection 11 February 2015

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Telephone number

The childminder was registered in 2009 and lives in Nuneaton. She works with an assistant, who holds a relevant childcare qualification at level 3, and a co-childminder. The provision operates all year round from 6.45am to 6pm, Monday to Thursday, and from 6.45am to 5.30pm on Friday, except for bank holidays and family holidays. The childminder offers funded early education places 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

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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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