Childminder EY498163

Inspection date

Previous inspection date 11 April 2018 Not applicable

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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 demonstrates a strong commitment to continually improving her practice. She regularly gathers the views of children and parents. She provides detailed information, so that they know how she has acted on their feedback. She makes good use of her action plan to set herself challenging targets for the future.  The childminder regularly assesses children's learning. She makes very good use of her planning to focus on any aspects of learning where children may be behind. This targeted support helps children to catch up quickly in their learning.  Children's emotional well-being is well supported. Children develop good relationships with others. They demonstrate that they feel safe and secure in the childminder's home.  The childminder is proactive in working with other settings that children attend. She regularly discusses children's learning, so that they can agree any specific support that

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It is not yet outstanding because:

 On occasion, the childminder does not promote active learning as well as possible to support children's perseverance and concentration.  The childminder is not as sharply focused on promoting children's interest in, and understanding of, writing.  The childminder has not fully developed the partnerships with parents to continually gather contributions of learning at home and provide greater consistency of support.

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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 the support for children to further develop their perseverance and concentration  provide more opportunities for children to further extend their interest and skills in writing  strengthen partnership working with parents and gather more contributions of learning at home to promote even greater consistency of support for children's learning.

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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 observation with the childminder.  The inspector checked evidence of the suitability of adults living on the premises.  The inspector looked at relevant documentation, such as evidence of training.  The inspector took account of the feedback from the childminder's recent questionnaire with parents.

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Effectiveness of the leadership and management is good

The childminder has undertaken a good range of training and is regularly researching information. She implements the knowledge gained to improve outcomes for children. For example, she has reorganised children's access to books, so that they independently select them on a regular basis. Arrangements for safeguarding are effective. The childminder has a good understanding of child protection issues. She continually risk assesses the premises and makes appropriate adjustments, for example, temporarily restricting access to the garden while it was not secure. The childminder is very effective in signposting parents to other agencies and professionals to meet children's needs.

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Quality of teaching, learning and assessment is good

The childminder secures children's engagement in activities with her enthusiasm. For example, she captures children's interest and they are keen to join in with a story. They learn new words and recall phrases from the story. Overall, the childminder makes good use of planning to support children's learning. She skilfully adapts the activities to include children of different ages and abilities. She thinks about what children can learn from each of the activities and routines of the day. The childminder captures good-quality information from parents, so that she knows what children are capable of when they first start. She regularly updates parents and carers on children's progress and what they are learning next.

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Personal development, behaviour and welfare are good

Although children only attend on a part-time basis, they are well settled, comfortable and confident in the environment. The childminder makes good use of the space and resources to support the activities. She organises the environment to encourage children's independence during their play. The childminder regularly takes children to stay-and-play sessions. This helps children to develop confidence in different situations. Children have good social skills. The childminder manages children's behaviour well. She displays her house rules and uses these as an aid to discussions and reminders about the expectations, such as how to keep themselves safe.

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Outcomes for children are good

Children make good progress in their learning and are developing the skills they need for their future learning. They listen to and understand instructions. Younger children demonstrate their increasing levels of independence as they use cups without spilling, and older children pour their own drinks. Children learn how to pedal tricycles and manoeuvre wheeled toys with control. They can move their body in different ways in response to the actions of a story. Children adapt well to changes in their routine.

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Setting details

Unique reference number EY498163 Local authority Derbyshire Inspection number 1044678 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 15

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016 and lives in Melbourne, Derby. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year- old children.

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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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