Childminder 201388

Inspection date

Previous inspection date 15 September 2017 11 May 2015

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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 observes and assesses children's progress and uses what she knows to plan activities that challenge children effectively and link to their interests. She promotes individual children's learning successfully while she supports their play. Children make good progress.  Partnerships with parents are strong. Parents comment positively about the choice of toys and equipment that the childminder provides and say that their children talk about fun activities. They comment that communication systems are good.  The childminder keeps her knowledge up to date to meet children's care and learning needs successfully. For example, she accesses training courses and obtains information online.  The childminder gives children's personal, social and emotional development high priority. Children are happy, settled and confident in her care.  Children's physical development is progressing well. They play with a variety of toys

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This provision is good

that helps to promote the development of their good handling skills.

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It is not yet outstanding because:

 The childminder does not fully support children's learning about traditions, cultures and beliefs beyond their own experiences.  At times, the childminder does not give children enough time to put their own thoughts into words during conversations and when she asks them questions.

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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

 extend opportunities for children to learn about people, families, communities and traditions beyond their own experience  increase opportunities for children to think about how they want to respond during conversations and when they are asked questions.

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Inspection activities

 The inspector observed activities while children played in the indoor play area. She discussed teaching methods with the childminder.  The inspector looked at evidence of the childminder's training. She checked evidence of the suitability of all adults who live in the household.  The inspector looked at a selection of children's assessment records and policies and procedures and a range of other documentation.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of the local safeguarding procedures and her responsibilities to protect children from abuse and neglect. She is aware of her duty to prevent children from being drawn into situations that may put them at risk of significant harm. The childminder assesses and minimises risks in her home and garden successfully. She uses her early years knowledge and childminding experience effectively to monitor the service she provides. She is a member of an association for early years workers and she uses information gained from this group as part of her procedures for reviewing and improving her provision. The childminder also exchanges knowledge and experience with other registered childminders.

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Quality of teaching, learning and assessment is good

The childminder promotes different areas of learning and adapts activities while she supports children who are at different stages of development. For example, children play a game that involves practising handling skills. They use tongs to grasp coloured pompoms and then deposit them in matching coloured dishes. Older children are able to use tongs that provide a greater challenge to manipulate and pick up the smaller pompoms; they also count and name the colours as they deposit them in different dishes. They spontaneously use mathematical language while identifying different sizes. Younger children initially hold tongs in one hand and place a pompom inside the tongs with the other hand. They then realise that they can lift the pompom if they squeeze the tongs. The childminder supports younger children in collecting all that are the same colour.

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Personal development, behaviour and welfare are good

The childminder develops close bonds with the children in her care. Children play in a safe and welcoming environment. They gain confidence and skills as they play on physical play equipment in the childminder's garden and at the park. They eat healthy food. The childminder adopts a positive approach to managing behaviour to help foster children's self-esteem. She praises children's efforts and achievements and supports them well as they learn to share and take turns. Children develop an understanding of how to keep themselves safe. For example, how to walk safely on the pavement and road safety. They learn to manage their self-care needs independently.

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Outcomes for children are good

Children develop good skills in readiness for the move on to pre-school and school. They express themselves confidently and commentate on what they are doing, for example, while playing with role-play resources. Children name shapes and count and compare quantities while they play. They learn to recognise their names in print and begin to understand that letters represent sounds and numbers represent quantities. Young children choose toys with buttons and simple mechanisms and they can operate them successfully.

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Setting details

Unique reference number 201388 Local authority Warwickshire Inspection number 1089861 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 3

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Telephone number

The childminder registered in 1999. She lives in Kenilworth. She operates all year round from 8am to 5pm, 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

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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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