Helen Marie Ault

Inspection date

Previous inspection date 9 October 2017 28 March 2014

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 developed effective systems to track children's learning. She makes very good use of the observations she makes of children to identify their interests and to consider how to help them to reach the next steps in their development.  Children develop warm and trusting relationships with the childminder and the other children. The childminder speaks gently to children and offers praise and encouragement to promote children's emotional well-being and reinforce their self- confidence.  The childminder promotes children's understanding and speaking and listening skills well. She is skilled in modelling language as she plays alongside children. The childminder asks appropriate questions and listens carefully to children's responses. Children confidently repeat new and familiar words that they are learning.  The childminder establishes effective partnerships with parents to promote children's

p.1

This provision is good

learning. She has regular discussions with them about their children's progress.

p.1

It is not yet outstanding because:

 The childminder does not rigorously evaluate her provision to focus professional development opportunities effectively on raising the quality of teaching and practice to the highest level.  Occasionally in adult-led activities, the childminder does not take opportunities to extend children's problem-solving skills and to help them to follow their own ideas.

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

 build on systems for evaluating the provision and targeting professional development opportunities, to consistently improve the quality of teaching and practice  increase opportunities for children to follow their own ideas, develop their own ways of doing things and to work things out for themselves.

p.2

Inspection activities

 The inspector discussed children's learning with the childminder following the observation of an activity.  The inspector viewed all areas of the home used for childminding and observed activities. She spoke to children at appropriate times while they played.  The inspector looked at a range of documentation, such as children's records, and discussed self-evaluation with the childminder.  The inspector checked evidence of the childminder's qualifications and of the suitability of adults living and working on the premises.

p.2

Effectiveness of the leadership and management is good

The childminder knows the importance of working in partnership with all those involved with the children. She takes account of information from parents and other professionals about children's development when they first start in her setting. The childminder successfully engages parents in her practice. She shares her policies and procedures with them during the settling-in period and uses these procedures to underpin her work. The arrangements for safeguarding are effective. Children are kept safe and their welfare is protected. The childminder is alert to signs that indicate children may be at risk of abuse. She knows how to respond if she has concerns about a child's welfare. She ensures that her home is secure and she makes daily checks of the environment to minimise or remove any potential risk to children's safety.

p.3

Quality of teaching, learning and assessment is good

The childminder has high expectations of what children can achieve in their learning. She has a good overview of what children can already do and what they need to learn next. The childminder knows how to build on individual children's next steps for learning during activities and experiences. The childminder uses descriptive language and demonstrates play to engage children, for instance, as they explore dough. She chats to the children as they play and encourages them to repeat new and familiar words. Children confidently handle the tools provided for them and begin to make marks in the dough. The childminder uses mathematical language that helps to develop children's understanding of quantities.

p.3

Personal development, behaviour and welfare are good

Children experience happy and settled relationships with the childminder and they cuddle in with her to listen to a story. The childminder asks questions and allows time for children to think and respond. She encourages children to repeat familiar words as she points at the pictures in the book. Children understand and respond positively to the daily routine. The childminder chats to them about what is going to happen next. She helps children to take changes of routine in their stride. Children have the opportunity to get plenty of fresh air and physical exercise. They regularly visit the local park and are taken out on day trips. The childminder provides nutritious meals for children. She takes account of children's dietary needs, which she learns about through discussions with parents.

p.3

Outcomes for children are good

All children are well supported to make good progress from their starting points. They confidently play, learn and explore in the childminder's company. Children learn colour and number names as they play with dough. They learn to play cooperatively, share and take turns. Children develop early literacy skills. They show enjoyment in listening to stories and know how to handle a book and turn pages. Children's sense of belonging is reinforced well. They feel secure to ask for help when it is needed and to explore and investigate their surroundings. Children are beginning to develop the skills and knowledge needed to help prepare them for the next stage in their learning, including the move on to nursery or school.

p.3

Setting details

Unique reference number EY433961 Local authority Derbyshire Inspection number 1102351 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 6 Number of children on roll 8

p.4

Name of registered person

Date of previous inspection 28 March 2014

p.4

Telephone number

The childminder registered in 2011 and lives in Hatton, Derbyshire. She operates all year round from 7.30am until 6pm, Monday to Thursday, except for 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