Childminder EY283933

Inspection date

Previous inspection date 11 May 2018 20 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

 The childminder follows young children's lead effectively, enhancing their play and supporting their learning. Children are eager to explore and motivated to learn. They are making good progress in their learning.  Children share close bonds with the childminder who is enthusiastic and caring. They are happy and settled. The childminder is a good role model.  Partnerships with parents are well established. Parents are actively involved in sharing ongoing information about their children from the start. Systems are in place to help provide continuity in children's care and learning when they are ready to move to pre- school.  The childminder regularly takes children out into the local community, including to the park, library and playgroups, to support their learning. Children develop their social skills and find out about their wider community.  The childminder regularly reflects on her provision and gathers the views of parents

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This provision is good

and children to help her make continuous improvements.  The childminder carefully observes children and uses this information to plan a broad range of activities based on their interests.

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It is not yet outstanding because:

 The childminder does not yet identify children's next steps and monitor their progress precisely to help them achieve at the highest level.

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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

 plan the next steps in children's learning and monitor their progress more precisely to help them achieve at the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector jointly evaluated an activity with the childminder.  The inspector looked at documentation, including evidence of the suitability of adults living at the premises.  The inspector took account of the views of parents expressed in written feedback.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is aware of potential signs of abuse. She has a secure understanding of child protection procedures and is diligent in ensuring children's safety. The childminder ensures the premises are safe and carries out daily checks. She shows a strong commitment to continuing her professional development. For example, she regularly accesses online training and meets with other childminders to share ideas and good practice. Parents provide positive feedback through written comments and questionnaires. They have ongoing access to information about their children's progress. The childminder provides advice and suggestions to parents on ways to help extend their children's learning at home.

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Quality of teaching, learning and assessment is good

Young children enjoy manipulating construction pieces to put them together to make a base and add gear wheels. The childminder demonstrates a good range of teaching strategies. For example, she encourages the children to try to solve the problem of how to make the gears work together. She offers suggestions while allowing them to explore for themselves. Children enjoy throwing bean bags at a numbered target. The childminder incorporates mathematics into their play, such as counting, recognising numbers and using positional language. Children enjoy sharing books with the childminder, who supports their communication and language skills very well. For example, she uses effective questioning, repeats words and extends their vocabulary. Children have a broad range of opportunities to develop their mark-making skills, following the childminder's recent training.

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Personal development, behaviour and welfare are good

During settling-in periods, the childminder gathers a wide range of information from parents to help identify children's starting points, interests and individual care needs. Children behave well and fully cooperate in helping with daily routines, such as tidying up. The childminder helps children to feel valued as she praises their achievements. Children learn the importance of being active and leading a healthy lifestyle. They benefit from daily physical exercise outside in the garden or at local parks. The childminder explains the importance of wearing sun cream and a sun hat to help them learn how to stay safe in the sun.

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Outcomes for children are good

Children make good progress from their starting points and are working at levels appropriate for their age and stage of development. They learn a good range of skills and show readiness for their next stage of learning and eventual move to school. For example, they are developing their mark-making skills, counting and enjoyment of sharing books. Young children confidently express choices in their play and follow simple instructions well. They demonstrate their growing independence. For example, children put on their shoes and know how to wash their hands.

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Setting details

Unique reference number EY283933 Local authority Staffordshire Inspection number 1087196 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 20 June 2014

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Telephone number

The childminder registered in 2004 and lives in Burton-on-Trent, Staffordshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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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