Childminder 250471

Inspection date

Previous inspection date 15 September 2017 12 June 2014

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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 establishes good partnerships with parents and other providers. For example, she shares regular information about children's progress and care routines, and engages them in discussions about their development at home. She actively supports continuity in children's care and learning.  The childminder uses effective systems for assessing children's progress. She has a good knowledge of children's interests and next steps in learning. She uses this well to help children achieve success in their development. Children make good progress. They gain a wealth of skills that prepares them well for their future learning.  The childminder is skilled in supporting children's communication and language development. She provides age-appropriate support to help children expand their vocabulary. Young children listen carefully and repeat words that interest them and experiment with these to build short phrases.

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This provision is good

 The childminder is a positive role model and supports children to manage their feelings and behaviour effectively.

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It is not yet outstanding because:

 At times, the childminder does not consistently encourage children's creative choices to support them to develop their ideas fully  The childminder does not consistently plan to make the best possible use of the outdoor provision to challenge and excite children's learning.

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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

 increase opportunities for children to experiment and explore their creative ideas to develop their thinking skills even further  review planning to make better use of the outdoor area to help those who learn best outside.

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Inspection activities

 The inspector observed the quality of teaching indoors and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times during the inspection and carried out a joint evaluation of the teaching and learning with the childminder.  The inspector viewed the areas of the childminder's home used by children.  The inspector looked at relevant documentation, such as policies and children's records.  The inspector took account of parents' views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of how to keep children safe. She has a clear understanding of the process to follow should she need to report any concerns about a child's well-being. She makes good use of safety checks and risk assessments to help ensure she keeps children safe. The childminder reviews her provision effectively to improve the service she provides. For example, she works with the local childminder advisory team and other childminders to develop her practice further, including gaining new ideas to enhance children's learning experiences.

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Quality of teaching, learning and assessment is good

The childminder responds well to children's interests and adapts activities to playfully engage them in their learning. Children learn to solve problems and are confident in expressing their own ideas as they learn and explore. They show perseverance as they complete puzzles and work out where to place shapes correctly. The childminder helps children develop their early literacy skills. Children request their favourite stories, practise their writing and learn to recognise their names on their coat pegs. The childminder encourages children to consider the differences and similarities between themselves and other people. For example, she takes children out to places in the local community and helps them learn about different celebrations.

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Personal development, behaviour and welfare are good

The childminder provides a warm, safe home environment for the children and promotes their emotional well-being successfully. Children are happy and feel safe and secure. They respond well to the praise and encouragement they receive. The childminder teaches children about their responsibilities and supports their independence. Children learn to manage their personal care needs and to change their clothes. The childminder supports children effectively to develop confidence in social situations. Children learn to cooperate with others during their play and form respectful relationships with each other. The childminder successfully encourages children's good health. Children enjoy healthy snacks and drinks.

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Outcomes for children are good

Children are engaged in their play and motivated to learn. They progress well in their mathematical understanding. They use this naturally as they play and learn the language of shape and number. Children make links with their own experiences. For example, they demonstrate caring behaviour as they play with dolls, wrapping them in blankets, feeding them and pushing them in buggies. Children develop good physical skills and handle small pieces of equipment well. They enjoy the opportunities to use their large-muscle skills at the various activity venues they attend.

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Setting details

Unique reference number 250471 Local authority Solihull Inspection number 1087007 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 12 June 2014

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Telephone number

The childminder registered in 1995. She operates her provision all year round from 7.30am to 4pm, Monday to Friday, except for family holidays.

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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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