English, Angela Jane

Inspection date

Previous inspection date 8 December 2017 5 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

 Parent partnerships are strong. The childminder keeps parents well informed about children's welfare and learning. They work well together to support children's learning at home and in the setting.  The childminder makes good use of spontaneous learning opportunities to support children's understanding of the world and to gain new experiences. Children enjoy their first experience of snow and make marks in it with their hands and feet.  The childminder is skilled in helping children to explore their own ideas and develop their thinking skills. For example, she encourages children to solve problems for themselves. Children persevere and explore their own ideas. They progress well and gain a secure foundation for their future learning.  The childminder provides children with effective support to develop their independence. Children learn to manage their self-care routines and complete everyday tasks for

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This provision is good

themselves, such as dressing in their outdoor clothes.

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It is not yet outstanding because:

 The childminder's professional development is not specifically focused on developing her good teaching skills to the highest level.  The childminder has not fully developed the effective use of children's assessments to identify how to help them to make the best possible progress.

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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

 focus more precisely on professional development that helps to raise the quality of teaching to the highest level.  use the assessment of children's learning even more precisely to help identify where they can make quicker progress in their learning.

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Inspection activities

 The inspector observed the quality of teaching indoors and outdoors, 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.  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

The childminder evaluates her provision carefully to ensure it meets children's needs. For example, she has enhanced arrangements to support more effective information sharing with parents and other providers, particularly when children first start. She takes time to help new children settle and works closely with parents to find out about their children's individual interests, routines and development stage. 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.

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Quality of teaching, learning and assessment is good

The childminder plans interesting activities that encourage children to progress well with their physical development. Children use equipment to practise balancing in sitting and standing positions. They enjoy spinning around without falling. The childminder supports children's early literacy skills well. Children enjoy practising their writing skills and add features, such as straight lines for legs, to their pictures. They show good control as they draw around the childminders hand. The childminder provides a variety of activities that helps children to explore their imaginative ideas. Children make links with their experiences as they enjoy role-play opportunities, such as cooking and hospitals.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming, well-organised home environment for children. She coompletes thorough checks of her home and garden to ensure children can play safely. The childminder is caring and friendly, and children demonstrate secure and trusting relationships with her. She is a good role model and children are caring, respectful and behave well. The childminder effectively helps children to develop good social skills and to learn about the needs of others. She uses her good knowledge of the children in her care skilfully to praise and encourage them, and to help them achieve success in their learning. The childminder supports children's good health well. They learn about hygiene practices, enjoy healthy snacks and drinks and participate in a variety of physical activities.

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Outcomes for children are good

Children progress well with their communication and language development. They listen attentively, repeat words modelled by the childminder and perform action songs. Children develop their self-awareness and announce, 'it's me' as they watch a video of themselves playing with friends. They talk about past events confidently and include interesting details. Children are motivated to learn and make choices in their play. They learn new skills and attempt to jump using a skipping rope. Children gain secure mathematical skills, such as counting, in readiness for school.

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Setting details

Unique reference number 304322 Local authority Cheshire West and Chester Inspection number 1087037 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 10

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Telephone number

The childminder registered in 1994. She operates Monday to Friday, from 7am to 6pm, all year round except for bank 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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