Ilsley, Lorraine

Inspection date

Previous inspection date 20 April 2018 9 November 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

 Children demonstrate that they feel safe and emotionally secure. They form close attachments with the childminder. The childminder offers settling-in sessions when children first start. This helps her to get to know the children and parents well.  The childminder observes and closely monitors children's progress. She assesses their development and uses their interests to plan the next steps in their learning. For example, she sets up activities for early mathematics, using dinosaurs. This helps children to make good progress in their individual learning.  The childminder provides opportunities for children to learn to care for animals. Children hold and feed guinea pigs. They look at pictures and talk about the childminder's horses.  The childminder is a positive role model. She promotes good manners and sets high expectations for all children. Behaviour is good.  Partnerships with parents are strong. The childminder has a shared approach to

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This provision is good

supporting all children, particularly those who have special education needs and/or disabilities.

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It is not yet outstanding because:

 The childminder does not make the very best use of self-evaluation to identify ways to build on the already good quality of teaching.

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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

 strengthen the arrangements for self-evaluation to identify more precise ways to build on the already good quality of teaching and raise it to an outstanding level.

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Inspection activities

 The inspector observed the quality of teaching inside and outside and assessed the impact this has on children's learning.  The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the house.  The inspector spoke to children.  The inspector looked at children's records and information shared with parents.  The inspector took account of parents' and other professionals' views through reading the written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the signs and symptoms of possible abuse. She understands the correct procedures to follow in the event of a concern about a child. The childminder maintains a safe environment for children, using effective risk assessments to minimise potential hazards. The childminder monitors children's learning and plans activities to help close gaps in development quickly. She attends regular courses, sharing information with parents. For example, the childminder has made a speech and language resource for parents to use based on what she learned at a recent course. The childminder works in partnership with other professionals, attending appointments with parents and using suggested strategies with the children. Parents are extremely positive about the quality of the provision.

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Quality of teaching, learning and assessment is good

The childminder carefully plans activities in which the children happily engage. For example, they thoroughly enjoy going on a 'shape hunt' using cards the childminder has made. Children demonstrate their growing mathematical knowledge as they name and count the shapes they find. As children play with dinosaurs in a water tray, the childminder talks about what is happening and provides new vocabulary, such as 'spiky' and 'smooth'. The childminder makes learning fun and interesting. She plays alongside the children, asking questions and modelling new actions for them to copy, such as building a ramp for cars. Children recall familiar stories and enjoy sitting with the childminder to listen to familiar stories. This helps to promote early literacy.

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Personal development, behaviour and welfare are good

The childminder supports children's independence and their self-care skills extremely well. She works closely with parents. For example, she uses words in children's home languages when they are learning new skills, such as toilet training. Children's behaviour is good. The childminder uses positive behaviour management and is a good role model. Children enjoy snacks of fresh fruit and healthy meals. The childminder displays a weekly menu and welcomes ideas from parents. Children are proud and confident to sing songs in their home language. This helps to promote children's awareness of diversity and to celebrate their unique qualities.

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Outcomes for children are good

Children arrive happy and are very confident. They are motivated to learn and share their ideas with confidence. All children, including those who speak English as an additional language, are making good progress in their learning. They make independent choices in their play and express themselves well. Children enjoy outings into the local community to help widen their experiences. Children are considerate of each other, share and take turns. They develop the skills required for their move on to school.

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Setting details

Unique reference number EY438428 Local authority Central Bedfordshire Inspection number 1131707 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 13

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Name of registered person

Date of previous inspection 9 November 2015

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Telephone number

The childminder was registered in 2011 and lives in Barton-le-Clay, Bedfordshire. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and 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

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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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