Childminder in Herefordshire

Inspection date

Previous inspection date 20 June 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's home is bright and welcoming. She provides children with a wide range of interesting resources and activities, both inside and outdoors. Children are motivated to play, explore and learn.  Children are confident, happy and settled in the childminder's care. They form secure bonds and positive relationships with her and her co-childminder.  The well-qualified childminder has a good knowledge and understanding of how children learn and develop. She effectively uses her observations and assessments to provide interesting and challenging learning experiences. The childminder tailors activities to meet the needs of individual children.  The childminder establishes good relationships with parents from the start. She keeps them well informed about their child's progress, achievements and care needs.  The childminder effectively supports parents to continue with children's learning at

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This provision is good

home. For example, she regularly suggests play activities for them to do at home.

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It is not yet outstanding because:

 The childminder does not ask parents for enough information when they first start about what their children can already do at home. This means she is not able to focus her initial assessments precisely enough to help her monitor children's progression effectively from the outset.  The childminder does not consistently teach children how to keep themselves healthy.

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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

 encourage parents to share more information about what their child already knows and can do when they first start, and use this information to plan even more precisely for children's learning from the outset  provide even more opportunities to support children's understanding of keeping themselves healthy.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector observed and evaluated a learning activity with the childminder.  The inspector talked to the childminder. She looked at relevant documentation and discussed the childminder's self-evaluation.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of her responsibility to protect children from different types of harm. She knows the signs and symptoms that may indicate a child is at risk of abuse or neglect. Daily safety checks are carried out before children arrive to make sure the environment is clean, safe and secure. The childminder makes sure that children are well supervised. She works closely with her co-childminder to promote consistency in the provision. Together, they discuss what they do well and areas for improvement, such as improving storage facilities. They regularly attend relevant training and meet with other childminders to share ideas and extend their practice.

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Quality of teaching, learning and assessment is good

The childminder provides a good range of experiences that enables children to lead their own learning and build on their interests. She supports very young children's emerging language and communication skills. The childminder sits alongside the children and introduces associative sounds and single words into their play. Children enjoy lots of sensory experiences. They explore texture and excitedly use their fingers to make marks in coloured sand. Children are beginning to learn about space, shape and measure, as they fill and empty different-sized containers with sand. Very young children delight in splashing water. The childminder talks to children about what they are doing, which helps them to make links between words and actions. For example, she says, 'Bang, bang' as young children use saucepans as drums.

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Personal development, behaviour and welfare are good

Good settling-in procedures ensure that children are ready for the move from home to the childminder. Babies receive lots of cuddles, which helps them to feel happy and settled. Children have lots of opportunities to be physically active and spend time outdoors in the fresh air. They use their imagination as they pretend to cook in the outdoor kitchen. Children learn to move in different ways. For instance, they twist and turn as they move through a tunnel. Children behave well. The childminder uses effective strategies to promote positive behaviour and raise children's self-esteem. Children develop social interactions as they visit places of interest within their community.

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Outcomes for children are good

All children make good progress and are well prepared for the next stages of their learning. They are enthusiastic learners who confidently lead their own play. Early literacy skills are emerging. Children enjoy listening to stories and making marks with chunky chalks. Their early mathematical skills are developing as the childminder incorporates numbers, counting, shape and size into everyday routines and activities.

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Setting details

Unique reference number EY488270 Local authority Herefordshire Inspection number 1012219 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Bromyard, Herefordshire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder and holds early years teacher status.

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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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