Childminder EY474419

Inspection date 22 October 2018 Previous inspection date 21 August 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder has improved upon the recommendation raised at the previous inspection. Children engage in stimulating activities outdoors that enhance their learning and development. For example, children enjoy painting and explore with dirt in the mud kitchen. They have great fun and learn about the natural world while digging up the roots of an old tree. n The childminder is ambitious. She shows commitment to improving the care and learning for children. She shares good practice and new ideas with local childminders at toddler groups. Parents state that the childminder provides, 'Amazing learning activities'. They add that, 'Children love getting messy'. n Children make particularly good progress in their communication and language skills and their personal, social, emotional and physical development. They are independent, confident and eager learners. n The childminder develops very good partnerships with parents. She shares her accurate

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The provision is good

observations and assessments of what children can do and what they need to learn next. These help parents to continue their children's learning at home.

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It is not yet outstanding because:

n At times, the childminder does not focus well enough on encouraging children to think for themselves. She offers children solutions too readily before giving them time to think things through for themselves. n The childminder does not fully challenge children to make the highest rates of progress in their learning and development.

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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

n give children time to think things through for themselves before providing a solution n challenge fully children and help them to make the highest rates of progress in their learning and development.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors. She assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at convenient times throughout the inspection. n The inspector checked evidence of the childminder's training and suitability. She looked at relevant documentation and discussed the childminder's professional development and children's learning. n The inspector took account of the views of parents from their written comments provided by the childminder.

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Effectiveness of leadership and management is good

The childminder continually evaluates her practice and children's outcomes. She seeks new ideas to enthuse children and to make sure they have fun. Safeguarding is effective. The childminder uses training events to further her knowledge and skills. She has a very good understanding of child protection matters. The childminder knows the actions to take if concerned a child may be at risk of harm. The childminder keeps children safe. She identifies and minimises hazards indoors and outdoors. The childminder has put in place extra stairgates to keep the family's puppy separate from children while they play. The childminder works in partnership with parents and other professionals, such as a doctor. Children receive the help they need to close gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder provides a wide range of play resources and activities that reflect children's interests. As a result, children concentrate for long periods of time and enjoy their learning. The childminder engages very well with children as they play. She joins in with their ideas and creates a very relaxed environment. Children are confident to explore. The childminder encourages children to talk and use language. She listens to what children say and builds upon their vocabulary by providing new words. For example, while exploring play dough, children copy descriptive words, such as 'squeeze' and 'squashy'. The childminder is very good at adapting and extending activities to maintain children's interest. For example, while exploring with play dough, she introduces different materials, such as feathers, googly eyes and gems. Children become excited and use their imaginations to create a monster.

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Personal development, behaviour and welfare are good

The childminder helps children to develop very good social skills. Children settle with ease into the childminder's care. They build very strong relationships with the childminder and each other. Children behave very well. They takes turns, share and listen to what others say. Older children develop their confidence and physical skills as they complete small tasks. For example, they help the childminder to lift a large tray onto legs, which they use as a table. Younger children use furniture to gain their balance and to practise walking. Children are learning to lead a healthy lifestyle. At snacktime, they choose from different fruits to eat. They develop their independence as they peel the fruit for themselves.

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Outcomes for children are good

Children develop the skills that prepare them well for the next stage in their learning and for school when the time comes. Children show curiosity for the world around them as they notice a ladybird in the playroom. They count nine spots on the ladybird's back. This promotes their mathematical skills. Children learn to care for living things as they place the ladybird safely outside. Children develop their early literacy skills. They join in with phrases that they know, such as saying 'dig, dig, dig' while reading a story about diggers. Children give meaning to the marks they make. They draw things they have observed in the local community, such as a dustbin lorry. Children enjoy being creative. They explore with materials, such as paint, sand and play dough, using all their senses.

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Setting details

Unique reference number EY474419 Local authority Leicestershire Inspection number 10069558 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 9 Total number of places 5 Number of children on roll 7 Date of previous inspection 21 August 2014

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Registers

The childminder was registered in 2014. She operates all year round from 7.30am to 5.30pm, Monday to Friday, 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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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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