Childminder 117321

Inspection date

Previous inspection date 10 May 2017 20 March 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 provides a stimulating environment with a good range of resources, which successfully supports children's learning well, overall. She has a good understanding of how they learn and children are engaged and make good progress.  The childminder forms warm, secure and close relationships with the children. Children are cooperative, responsive to praise and display good levels of confidence. They are happy to learn and explore. This supports their emotional well-being effectively.  The childminder develops effective partnerships with parents. They work together to meet each child's care and learning needs through a consistent approach.  The childminder places a high priority on keeping children safe. For example, she implements rigorous risk assessments which she regularly reviews.  The childminder is committed to improving and reflecting on her practice. For example, she seeks feedback from parents to develop her provision and benefit children and

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This provision is good

identifies plans for her future development.

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It is not yet outstanding because:

 The childminder sometimes does not make the best possible use of learning opportunities to support children further as they explore new vocabulary.  At times, the childminder's observations and planning for children's future learning are not as precise as possible to help them make even better progress.

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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

 offer more consistent support to extend children's vocabulary and understanding as they use words to express themselves  make better use of observations to identify and plan for children's next steps in learning even more precisely, to help them make the best possible progress.

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Inspection activities

 The inspector observed activities and the impact of teaching on children's learning.  The inspector held discussions with the childminder and talked with children.  The inspector examined a selection of documentation.  The inspector discussed self-evaluation and observations of the children's play, learning and progress, with the childminder and evaluated an activity with her.  The inspector took account of the views of parents and carers, provided in their written feedback.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder takes positive steps to develop her skills and knowledge. For example, she attended training about child protection and safeguarding procedures and strengthened her knowledge of potential signs to be vigilant for. She effectively understands her roles and responsibilities to support children's safety and well- being. The childminder fully understands the requirements of her role. She reviews her practice and monitors children's progress to continually improve the quality of her teaching and care. For example, since the last inspection she has provided labels to increase the children's early reading skills and made books more easily available for children to enjoy.

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Quality of teaching, learning and assessment is good

The childminder skilfully engages with the younger children and supports their learning well. For example, she helps them to practise new skills and shows them how to press buttons and watch for the action responses. The childminder supports children's interests in books and encourages them to confidently turn the pages and to point at the pictures. She supports their interactions well. For example, she uses commentary, questions and single words to encourage their early communication skills. Children show increasing concentration during activities, for example, they are challenged by toys that maintain their interest well.

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Personal development, behaviour and welfare are good

Children enjoy a healthy lifestyle, for example, they practise new physical skills on the equipment at the park and in the garden. The childminder role models good hygiene and safety practices and procedures. For instance, she washes her hands after changing a younger child's nappy and uses wet wipes to clean children's hands and faces. The childminder teaches the children about effective safety practices. For example, she reinforces road crossing procedures and checks her home well, being vigilant for potential hazards.

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Outcomes for children are good

Children are inquisitive and eager to learn and investigate. For example, they manipulate play dough and learn how to use cutting tools. Younger children explore the space and confidently manoeuvre the toys. They practise developing their physical skills, for instance, by pushing the pushchair. They learn to communicate and respond well through vocal sounds and gestures. Children show increasing independence, for instance, carrying and taking items to the kitchen and feeding themselves. They develop good skills in preparation for their next stage in learning and in early readiness for school.

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Setting details

Unique reference number 117321 Local authority Plymouth Inspection number 1089178 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 20 March 2015

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Telephone number

The childminder registered in 2000 and lives in Honicknowle, Plymouth. The childminder offers her service daily from 8.30am to 4.30pm on a Tuesday, Wednesday and Thursday.

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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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