Childminder EY385000

Inspection date

Previous inspection date 21 June 2017 20 January 2017

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has made significant improvements in her provision since her last inspection. This has had a positive impact on the children's safety, well-being and their learning and development.  The childminder plans activities that relate to children's individual interests and their current stage of development. She sets appropriate challenges that help children make consistently good progress across the seven areas of learning.  The childminder's home is warm and welcoming. She shares affectionate relationships with the children who are confident in their surroundings. Children frequently make decisions for themselves about the resources they would like to play with.  The capacity for continuous improvement is good. The childminder accurately identifies gaps in her knowledge. She accesses training and support from early years professionals to address areas for improvement in order to improve outcomes for

p.1

It is not yet outstanding because:

 The childminder does not consistently make the most of all opportunities to follow children's spontaneous interests during some of the planned activities.  The childminder does not always reinforce children's growing understanding of how to recite number names in sequence.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 make the most of opportunities to follow children's spontaneous interests that arise during planned activities  make the most of opportunities to reinforce children's growing understanding of reciting number names in sequence as they play.

p.2

Inspection activities

 The inspector spoke with the childminder and the children at appropriate times during the inspection.  The inspector observed the quality of teaching during activities in the childminder's home and assessed the impact this has on children's learning.  The inspector looked at relevant documentation, such as the childminder's training certificates and evidence of the suitability of adults living in the childminder's home.  The inspector took account of the written views of parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder understands potential signs and symptoms of harm and neglect. She is fully aware of the reporting procedures she must follow in the event of a concern about a child in her care. Since her last inspection, the childminder has accessed a range of training courses to enhance her knowledge of safeguarding procedures and skills in assessing children's learning. The childminder is fully aware of the benefits of working with other providers, such as another setting that children attend part time. Parents are happy with the service. They especially appreciate that their children are happy spending time with the childminder and her family. Parents also value the advice and support that the childminder gives them in their role as parents.

p.3

Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder effectively includes the children in all of the activities to experience fun, hands on experiences. The childminder has a wealth of toys and resources that she regularly increases to follow children's specific interests. Children relish their time spent in the childminder's garden. The children blow, chase and wave bubble wands, as the childminder creates excitement through blowing bubbles and releasing them for the children to pop. Children have lots of fun with the childminder and they often laugh together. The childminder supports the children's communication and language skills as they play. For example, she helps them to learn the names of parts of their bodies.

p.3

Personal development, behaviour and welfare are good

Children behave well and they are learning the difference between right and wrong. The childminder gives children gentle reminders about her expectations for behaviour. Children are learning to lead a healthy lifestyle. The childminder encourages the children to be active. For example, they dance and move their bodies in a variety of ways to bhangra music. The childminder provides healthy snacks and supports parents to provide healthy packed lunches. Children learn about the importance of protecting their skin in hot weather and are supported by the childminder to apply sun cream. Children are learning skills in becoming independent. They are presented with tasks, such as washing their hands and helping to put away the toys at 'tidy up time'.

p.3

Outcomes for children are good

All children make strong progress in all areas of their development. They develop good skills in readiness for their future learning as they move on to school. Children's communication skills are good and they frequently make the childminder aware of their wishes and needs. Children confidently express their strong desire to play outdoors in the garden.

p.3

Setting details

Unique reference number EY385000 Local authority Warwickshire Inspection number 1083926 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

p.4

Name of registered person

Date of previous inspection 20 January 2017

p.4

Telephone number

The childminder registered in 2008 and lives in Nuneaton. She operates her provision all year round from 7.30am to 6.30pm, Monday to Friday, except for on bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5