Hurst, Tina

Inspection date

Previous inspection date 26 April 2018 8 May 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Since the last inspection, the childminder has made effective improvements to her practice and addressed all of the actions that were raised. The childminder plans interesting activities that support children's language development well.  Children have good opportunities to explore the natural world. The childminder takes children to visit a garden centre and provides opportunities in her garden for children to observe local wildlife and the life cycle of insects and plants.  Partnerships with parents are good. The childminder regularly shares information with parents, keeps them well informed and advises them on how they can support their children's learning in the home.  The childminder provides a welcoming environment for children. Children confidently help themselves to toys and resources that are easily available to them.  Children form strong attachments with the childminder. The childminder takes time to

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This provision is good

get to know children and their families. She uses this information to support her effectively in meeting children's care and learning needs.

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It is not yet outstanding because:

 On occasions, the childminder does not provide children with enough time to answer her questions and further develop their thinking skills.  The childminder does not consistently build on children's interests to further encourage their play and enjoyment of activities.

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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

 give children the time they need to respond to questions and prompts that support their developing thinking skills  give children more opportunities to build on their interests to further encourage their play and enjoyment of activities.

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Inspection activities

 The inspector observed the children and the childminder’s interactions with them.  The inspector reviewed a sample of documents, including children’s learning records and the suitability of adults living at the premises.  The childminder held discussions with the childminder and spoke with the children at appropriate times.  The inspector carried out a joint evaluation of children’s activities with the childminder.  The inspector took account of the views of parents and children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of the procedures to follow if she has any concerns about children. She attends child protection training to keep herself updated with the latest safeguarding requirements. The childminder reflects on her practice and is committed to continuous improvement. She extends her professional development by attending regular training. The childminder manages her setting well and has a good knowledge and understanding of her responsibilities and the requirements for childminding. The childminder monitors children's progress and plans activities to help close gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder observes children as they play and accurately tracks their progress. She sits on the floor with the children and actively supports their play. Children enjoy playing with small-world people. They discover how to wind up clockwork toys and have great fun watching them move around the floor. The childminder offers children ideas as they play, which supports their creative development. She models language and new words for them to say. Children copy what she says, which supports their developing language skills. The childminder uses story time to help introduce new words to further extend children's vocabulary. Children become confident in counting objects and the childminder helps them to become familiar with numbers. The childminder introduces mathematical words, such a size, shape and position during their play.

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Personal development, behaviour and welfare are good

The childminder gives children plenty of praise and encouragement and is a positive role model. Children behave well and are emotionally secure and settled. The childminder encourages them to share and take turns. The childminder teaches children to follow good hygiene routines. She supports them to follow a healthy lifestyle and encourages parents to provide healthy meals and snacks. Children play in the garden and enjoy more energetic activities. They learn how to keep themselves safe when they walk to and from school and when they go on outings. The childminder encourages children to take responsibility for their play environment, such as helping to tidy up after activities.

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Outcomes for children are good

Children make good progress in their learning and development. They identify colours and enjoy exploring their environment. They enjoy outdoor play and use wheeled toys with increasing skill. Children are kind and considerate to each other and enjoy playing with their friends. They develop skills that prepare them for the next stage in their learning and their eventual move to school.

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Setting details

Unique reference number EY273430 Local authority Walsall Inspection number 1107595 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 2004 and lives in Willenhall, Walsall. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant 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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