Childminder EY408816

Inspection date

Previous inspection date 15 February 2018 19 June 2013

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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 offers a welcoming, home-from-home environment. She is professional and well organised and has effective procedures in place to ensure she promotes children's welfare effectively at all times.  The childminder uses information from her detailed assessments of children's learning well to plan opportunities which promote their development. She uses guidance provided by other professionals to effectively support the needs of those children who have special educational needs and/or disabilities.  The childminder knows the children well and understands how they learn and develop. She provides good opportunities for children which interest them, and offers them challenge and keeps them successfully engaged and motivated to learn.  The childminder gives children consistent messages about her expectations for their behaviour. Children listen to the childminder and respond well to the boundaries and

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This provision is good

rules she sets. They learn to control their feelings and emotions and follow routines well. For example, toddlers are extremely helpful at tidy-up time.

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It is not yet outstanding because:

 Opportunities to support children who prefer to learn outdoors are not yet fully developed to provide the highest levels of challenge in all areas of learning.  The childminder does not focus her plans for professional development precisely on improving her good teaching to outstanding levels.

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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 further for those children who prefer to learn outdoors to challenge them to the highest levels in their learning  refine plans for professional development to improve the quality of teaching to the highest levels.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors 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 and evidence of the suitability of persons living in the household.  The inspector spoke with children during the inspection.  The inspector took account of the views of parents.

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Effectiveness of the leadership and management is good

The qualified childminder provides a good-quality service for children and their families. She demonstrates a strong drive to identify targets for improvement. For example, since her last inspection, she has implemented robust systems which support her to track children's progress and identify gaps in their learning. The childminder continuously reflects on the provision and makes changes to benefit children. She regularly asks for feedback from parents and children and uses this to support her plans for development. Safeguarding is effective. The childminder is aware of local safeguarding procedures and knows exactly what to do if she has a concern for a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder has a kind and caring approach and interacts purposefully with children during their activities. She is sensitive about appropriate times to offer help and when to let children work things out for themselves. The childminder supports children's language development well. For example, when joining in young children's play, she names objects, and repeats back their attempts at talking, with the correct words. The childminder has high expectations of children and supports them well to try new things. She follows children's interests and holds discussions with them, such as on the different vehicle names and sounds they make.

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Personal development, behaviour and welfare are good

Positive partnerships with parents help the childminder to meet children's individual needs well. The childminder provides regular feedback to parents on children's learning and what they need to learn next. Parents appreciate the regular communication and support they receive from the childminder. The childminder regularly praises children, which promotes their emotional well-being effectively. Children have many opportunities to learn about their wider community. They take part in regular trips to the local shop and learn to take responsibility for ordering their own lunch at a local cafe. The childminder supports children's physical skills well. For example, they visit local play areas and enjoy lots of opportunities for walks in the local area.

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Outcomes for children are good

Children make good progress from their starting points. They are gaining the skills they need to help them with the next stages in their learning and their eventual move to school. Children learn how to be independent, for example, toddlers feed themselves at snack time and know where to find their favourite toys and books. They have easy access to a wide range of well-organised resources which supports them to confidently make choices and follow their own interests in their play.

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Setting details

Unique reference number EY408816 Local authority Doncaster Inspection number 1065519 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 19 June 2013

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Telephone number

The childminder registered in 2010 and lives in Doncaster, South Yorkshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an early years qualification at level 3.

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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

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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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