Childminder EY403794

Inspection date

Previous inspection date 18 September 2017 10 February 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 places a high focus on promoting children's emotional well-being. Children thrive in her care. They receive all of the support they need to feel safe and secure. They develop high levels of confidence and independence.  The childminder is extremely successful in helping children to develop early literacy skills. Children look at books independently. They know and enjoy a wide range of books.  Children have lots of opportunities to learn about nature and their local environment. Children note and describe the weather. They are interested in and learn about a wide variety of animals.  The childminder works effectively in partnership with parents and other settings, such as schools and nurseries, to promote continuity in children's care and learning. She supports children's learning at home and helps children to make a smooth move on to nursery and school.  The childminder continually develops her professional knowledge through attending

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This provision is good

training events, undertaking research and by sharing best practice.

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It is not yet outstanding because:

 The childminder is less focused on encouraging children to fully explore a variety of media and textures, particularly to enhance their creativity and skills.  The childminder is less successful in encouraging children, particularly those less eager, to develop new tastes for a wide variety of healthy foods.

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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 opportunities for children to explore, experiment and design using a variety of media and textures  encourage children further to develop a broader understanding of the benefits of eating healthy foods.

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Inspection activities

 The inspector observed the quality of teaching 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. She looked at relevant documentation.  The inspector spoke to children during the inspection.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder keeps up to date with current child protection issues. She knows what action she must take if she has a concern about a child's welfare. The childminder provides high levels of supervision and takes all necessary steps to keep children safe, such as when they play and go out on trips. The childminder has developed a strong understanding of how to promote children's communication, literacy, mathematical development, and social skills. She continues to seek to extend her knowledge and skills. She gathers and responds to the views of parents, children and other professionals as part of her self-evaluation.

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Quality of teaching, learning and assessment is good

The childminder plans stimulating activities, based on children's interests that are aimed at extending what they already know and can do. The childminder makes learning playful and fun for children. She models language well and explains and shows children how to do new things. She encourages children to have a go and to keep on trying until they achieve. The childminder engages children in conversations as they play. She successfully helps children to use language to express their thoughts, feelings and ideas. The childminder encourages children to be curious and learn about things they see, such as what the changing colours of traffic lights mean. She teaches children how to use and care for resources and toys.

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Personal development, behaviour and welfare are good

Children are happy and settled, and the childminder meets their individual needs well. Children show confidence and independence in their surroundings. They respond well to the praise and encouragement they receive from the childminder. They enjoy doing as much as they can for themselves. Children take well-managed risks, such as learning to use knives safely when making sandwiches. They know how to take turns and share resources. They understand and respond well to boundaries, such as putting toys back in their place before getting more toys out to play. Children spend time each day playing outdoors and being active.

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Outcomes for children are good

Children make good progress from their starting points. They are well prepared for their next steps in learning and for school, when the time comes. Children are motivated to learn. They confidently use illustrations in books to retell stories. They recognise and name some familiar letters of the alphabet. Children recognise an increasing range of numerals and spontaneously count items as they play. They draw simple shapes, such as circles, squares and triangles, and use the correct language to describe colour and size. Children show good levels of imagination in their play. They build stories around toys and introduce a storyline into their play.

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Setting details

Unique reference number EY403794 Local authority Stoke on Trent Inspection number 1102236 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 10 February 2014

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Telephone number

The childminder registered in 2009 and lives in Stoke-on-Trent. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and 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

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

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

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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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