Childminder 209589

Inspection date

Previous inspection date 26 April 2017 18 May 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 works well in partnership with parents and other providers to meet children's needs. She has frequent discussions with parents about their children's progress and well-being, and shares information with other settings that children attend to ensure continuity of care and learning.  The childminder and her assistant support children's communication and language skills effectively. For instance, they listen carefully to children, teach babies new words, and encourage older children to join in with lively discussions.  The childminder plans a range of interesting activities to help children explore diversity. For example, children learn poems that celebrate how individuals are unique and use mirrors to explore their different appearances.  Children make good progress and are motivated to learn. They develop a good range of skills that prepare them well for when they start school. Children form good bonds with

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This provision is good

the childminder and her assistant, and have lots of fun together.

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It is not yet outstanding because:

 The childminder does not always consider fully how babies can become more involved in some activities and routines with older children.  At times, the childminder does not give children the time and space to test out their ideas and explore for themselves.

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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

 review arrangements for some routines and planned activities to consider how babies can be included as fully as possible  recognise when to stand back to give children more opportunities to experiment and explore their own ideas, to extend their thinking skills even further.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector spoke to the childminder and her assistant at appropriate times during the inspection.  The inspector and the childminder observed an activity and discussed it together.  The inspector looked at relevant documentation, including suitability checks, policies and children's records.  The inspector took account of parents' views.

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Effectiveness of the leadership and management is good

The childminder reviews her provision effectively to improve her practice. She is committed to continuing her professional development and attends training opportunities regularly with her assistant. For example, recent training helped to develop her understanding of the way different children learn best. The childminder ensures that her assistant has a clear understanding of her role and responsibilities, and supports her well. Safeguarding is effective. The childminder and her assistant have a secure knowledge of how to keep children safe. They have a clear understanding of the process to follow, should they need to report any concerns about a child's well-being.

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Quality of teaching, learning and assessment is good

The childminder carries out regular observations of children, assesses their progress effectively and identifies their next steps in learning. Children have many opportunities to play imaginatively. For example, they join in with cooking role play and talk about the different food and drinks they pretend to serve. The childminder and her assistant help children to progress well with their physical development. For instance, babies are encouraged to push buggies to practise their walking and older children learn to use scissors safely. The childminder plans a range of activities that support children's literacy skills and mathematical understanding, such as sharing books and printing with shapes.

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Personal development, behaviour and welfare are good

The childminder and her assistant are good role models. They manage children's behaviour effectively, provide them with clear expectations and behaviour is good. The childminder and her assistant are successful in helping children develop their independence skills. For example, children learn to dress in their outdoor clothes, manage their self-care needs and eagerly help with tasks, such as tidying up and wiping tables. The childminder and her assistant encourage children to make healthy choices. For example, they teach children about healthy and unhealthy food. The childminder plans activities to help children learn about the community they live in. For instance, they learn about people who help us and celebrate festivals from different cultures.

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Outcomes for children are good

Children gain confidence in their own abilities and are engaged in their play. Older children are challenged and learn new skills, such as knitting. Children develop good social skills and make-up new games as they play together happily. They develop good communication and language skills. For example, older children share their observations and ask questions to deepen their understanding, and babies respond with words and gestures, such as identifying parts of their body.

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Setting details

Unique reference number 209589 Local authority Staffordshire Inspection number 1089993 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 12 Number of children on roll 22

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Telephone number

The childminder registered in 2000. She operates from her home in Great Haywood, Stafford. She works Monday to Friday from 7.30am to 5pm, all year round, except for bank holidays and family holidays. She works with an assistant. The childminder has an early years qualification at level 3. The setting receives funding to provide free early education for children aged two, three and four years.

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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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