Childminder EY334184

Inspection date

Previous inspection date 13 June 2017 13 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 offers an inviting play and learning environment in her home. Children become deeply involved in activities that excite and absorb their interest.  The childminder is well qualified and demonstrates commitment to continuously improving the quality of her provision. She seeks out and implements advice and support from a range of sources. She reviews her policies and procedures in line with changes to requirements.  Children demonstrate that they feel happy and secure in the childminder's company. They readily seek her out to tell her their ideas and news.  The childminder makes regular outings that help children to learn about and become part of their local community.  The childminder works in partnership with other professionals. She regularly shares information about children's learning and development with other settings they attend.

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It is not yet outstanding because:

 At times, the childminder does not use information from observations effectively enough to identify, as precisely as possible, what children need to learn next. As a result, children's learning is not always meticulously planned for.  Occasionally, the childminder does not consistently remind children about the rules for their behaviour.

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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 what is known about individual children's achievements so that teaching focuses even more precisely on what children need to learn next and children are supported to make rapid progress in all areas of learning  ensure children are consistently given clear instructions to help them understand what is expected.

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Inspection activities

 The inspector observed the quality of teaching during daily routines and activities. She assessed the impact this has on children's learning.  The inspector discussed a planned activity with the childminder.  The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children.  The inspector took account of the views of parents and carers.

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Effectiveness of the leadership and management is good

The experienced childminder devotes her time and attention to the children in her care and children make good progress in their learning and development. Safeguarding is effective. The childminder makes sure she keeps her knowledge of child protection matters up to date. For example, she completes training and is a member of a local childminder group. She knows what to do if she is concerned that a child may be at risk of abuse or neglect. The childminder identifies and minimises risks to children. For example, she regularly reviews risk assessments for her home and for outings to local places. The childminder works in partnership with parents. For example, she gathers information from them that helps her to assess the starting points for children's learning.

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Quality of teaching, learning and assessment is good

The childminder takes account of what she knows about children's interests when she sets out toys and activities. For example, children enjoy building a small-world railway track. This helps to promote their physical development and thinking as they find and attach the pieces they need to complete the circuit. The childminder understands how children learn. She plans activities that encourage children to investigate the world around them. For example, they look closely at small creatures that live in the garden. This helps to promote children's curiosity and they become eager learners. The childminder accurately summarises children's progress and shares this with parents.

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Personal development, behaviour and welfare are good

The childminder provides a wide range of resources that she uses well in her teaching. Children develop good relationships with her and each other. They begin to play cooperatively and share ideas. This helps them to learn to respect other people. For example, children work together to make a sandcastle. They help each other to remember what to do next as they turn the bucket over and tap it. Children learn to be independent. For example, they help to prepare and carry food and drink at snack time. Children play and exercise in the fresh air every day. The childminder reminds children to wash their hands after digging in the soil and this helps to keep them safe.

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Outcomes for children are good

Children acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children confidently express their choices in their play and at snack time. They know that other people may have different preferences and ideas. Children can concentrate for increasing periods. They steadily acquire new vocabulary in the context of interesting activities and conversations. Children have favourite stories and understand that written words and numbers carry meaning. They safely use a knife to spread butter and cut toast. Children wash their hands and know why this is important.

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Setting details

Unique reference number EY334184 Local authority Cheshire West and Chester Inspection number 1092723 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 2006 and lives in Ellesmere Port. Her provision operates all year round, from 8am to 6pm on Monday to Friday, except for family holidays. The childminder 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

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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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