Fairey, Gail Elizabeth

Inspection date

Previous inspection date 27 June 2017 20 June 2013

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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 in close partnership with parents. She frequently shares children's assessments of learning with them. The childminder provides ideas for activities that parents can use to further support their children's learning at home to build on their good progress.  Children are very happy and settled in the childminder's care. They are provided with settling-in sessions that meet their individual needs. These support children to build their confidence and close relationships with the childminder and the other children that attend.  The childminder frequently evaluates her practice. She gathers the views of parents, assistants and the children. She effectively uses their ideas when identifying areas for further development and setting targets for improvement.  The childminder promotes children's speech and language skills well. She talks to children about what they are doing and repeats words to reinforce their learning. The

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This provision is good

childminder introduces new words into their play, such as 'crunchy' and 'crispy'.

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It is not yet outstanding because:

 The childminder does not consistently make the best possible use of monitoring and evaluating her assistants' practice, to focus on raising the overall quality of teaching to a higher level.  The childminder does not fully seek information from parents about what children already know and can do when they first start, to help assess their starting points.

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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

 enhance procedures for staff supervision to monitor and evaluate staff's practice and raise the overall quality of teaching to a higher level  seek more initial information from parents about what children already know and can do, in order to involve parents more in establishing children's starting points.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder and her assistant. She looked at relevant documentation and evidence of the suitability of persons working and living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through reading the written feedback provided.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good understanding of the signs and symptoms of abuse. She knows the procedures to follow and who to contact in the local authority to report any concerns. The childminder frequently evaluates the assessments of children's learning and progress, and provides support when needed to help children make good progress. She uses regular training to enhance her practice and extend her skills. The childminder shares children's achievements with other settings that children attend to help support their continuity of care and learning.

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Quality of teaching, learning and assessment is good

The childminder completes assessments and observations of children's development, to help her identify and plan their next steps in learning. Children learn about the life cycle of frogs and enjoy watching the tadpoles change into frogs in the tank outside. During stories, the childminder challenges children to predict what may happen next and younger children find objects in the pictures. Younger children happily babble as they explore toys that make different noises. Children's mathematical development is promoted by the childminder. She counts with younger children, for example, as she rolls a ball back and forth with them. Older children learn the concepts of behind and in front.

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Personal development, behaviour and welfare are good

Children behave very well. They play cooperatively together without needing support from the childminder. They have learnt from a young age to share and take turns. The childminder helps children to develop their independence. For example, when asked they help to tidy away toys and put on their own shoes. The childminder encourages children to use good manners and promotes good hygiene practices. She uses mealtimes as one way of helping children to learn about food that is healthy for them. Children talk about different types of food, where it comes from and how it grows. The childminder raises children's self-esteem through the praise and encouragement that she offers. Children have daily opportunities for fresh air and exercise. They visit the local park and woods, and enjoy climbing and riding push-along bicycles in the garden.

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Outcomes for children are good

Children are eager to learn and enjoy the wide range of activities available. Young children delight in exploring different textures with toy animals. They giggle and squeal as it crunches and breaks in their hands and under the toy animals' feet. Older children develop their imaginations well. For example, they pretend to feed the toy babies food and drink. Children make good progress. They are prepared for their next stages in learning and gain the skills they need ready for the move on to school.

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Setting details

Unique reference number EY419924 Local authority Central Bedfordshire Inspection number 1065628 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 12 Number of children on roll 12

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Name of registered person

Date of previous inspection 20 June 2013

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Telephone number

The childminder registered in 2010 and lives in Lower Stondon, Bedfordshire. She operates her provision all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with three assistants. She provides funded early education for two-, three- and four-year-old children.

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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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