Childminder 201076

Inspection date

Previous inspection date 10 July 2018 27 October 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

 Children are comfortable and happy in the welcoming, homely environment. The childminder meets children's needs very well and gives their security and well-being top priority. She exchanges daily information with parents to help her achieve this.  The childminder forms strong partnerships with parents. She keeps them well informed about their children's progress and works closely with them to help them support children's learning and development at home.  The childminder measures and reviews children's progress accurately. She plans exciting activities that build on their learning and are based on what she observes about their interests. Children make very good progress and enjoy choosing their own activities.  The childminder keeps up to date with current practice and legislation to help her maintain the good quality of her provision for children. She works effectively with other early years professionals to support and complement children's learning.

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It is not yet outstanding because:

 Although the childminder reflects on her practice, she does not always do this as well as she could, to identify specific areas for further improvement in her provision for children.  At times, the childminder does not make the most of professional development opportunities to help her raise the quality of children's learning experiences even further.

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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 self-evaluation to identify specific areas for further improvement in the provision for children  maintain continuous professional development to help improve children's learning opportunities even further and review the impact of this on their progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside, and assessed the impact this has on children's learning.  The inspector completed an evaluation of an activity with the childminder.  The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a very good understanding of how to identify and report any concerns about a child's welfare. She implements rigorous practice that reflects her secure knowledge of how to keep children safe. The childminder shares ideas and good practice with other local childminders and early years professionals. This helps her to monitor her provision in general and to ensure children make good progress. She completes mandatory training as part of her professional development.

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Quality of teaching, learning and assessment is good

The childminder provides a wide range of interesting toys and activities for children to choose from. She teaches them to count and to recognise colours during their play. For example, when she asks children to find a green star shape and then a blue star, and shows them the numbers on a toy telephone. She challenges children's thinking well, such as when she asks children whether they want to choose the biggest, the medium or the smallest pull-along toy. Children tell the childminder which one they will choose, which shows they understand what the different sizes mean. She uses parents' information about what children know and can do to help her establish clear starting points and plan each child's next steps. The childminder answers children's questions and explains things clearly to them so they can understand. She develops their language and vocabulary very well through her purposeful conversations with them as they play.

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Personal development, behaviour and welfare are good

The childminder helps children to understand that they need to share and take turns. For example, children play a toy drum together and share a battery operated toy. They take turns to put plastic shapes on a stand. The childminder praises children frequently and they gain good self-esteem and confidence to try things for themselves. Children have very good manners and behaviour and they play happily together. The childminder takes children to playgroups to help them develop their social skills further and to gain confidence in new environments. This helps them to feel emotionally secure in their moves to school or pre-school, for which the childminder prepares them very well.

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Outcomes for children are good

Children are eager learners and they enjoy exploring the toys carefully, such as technological toys. They concentrate, try things for themselves, and are well prepared for the next stages in their learning. Children tidy up willingly and respond to instructions well. They form close bonds with the childminder and enjoy their interactions with her. Children gain independence in their self-care, such as when they use hand wipes before meals and let the childminder know when they are hungry.

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Setting details

Unique reference number 201076 Local authority Warwickshire Inspection number 1103061 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 27 October 2014

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Telephone number

The childminder registered in 1993 and lives in Rugby. She operates from 8am to 6pm Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate 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

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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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