Childminder EY406039

Inspection date 24 October 2018 Previous inspection date 14 January 2015

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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 Children have secure attachments to the childminder and are confident to explore the learning environment. They seek reassurance from her when they need it and she uses praise well to help develop their self-esteem. n The childminder makes good use of her interactions to promote younger children's early language skills skilfully. She listens carefully to babies as they babble, repeats their sounds and gives meaning to their gestures. n The childminder builds strong partnerships with parents. She uses these partnerships effectively to help children to settle and support their development. She gathers detailed information from parents about what children can do before they start and what interests them. n Children enjoy learning through play and are motivated to join in activities with the childminder. She knows what each child needs to learn next and plans resources and activities to challenge their learning.

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The provision is good

n The childminder works closely with the local nursery and school to support the progress of children who speak English as an additional language. They regularly discuss children's development and share strategies to support children's communication and language skills. n Children are supported to become independent during routines and their play. Babies feed themselves and older children are offered choices at lunchtime. Children respond to simple boundaries and learn how to move safely around the room.

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It is not yet outstanding because:

n The childminder has not made the most of professional development that is highly focused on raising the quality of teaching to the very 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

n make the most of highly focused professional development to drive the quality of teaching to the very highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during the childminder's interactions with children and assessed the impact it has on their learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector took account of the views of parents through the childminder's own questionnaires. She spoke to children during the inspection. n The inspector looked at a range of documentation, including evidence of the suitability of persons living in the home. She also discussed the childminder's safeguarding procedure. n The inspector viewed the areas of the house and garden the childminder uses.

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Effectiveness of leadership and management is good

The childminder is organised and thoroughly reviews all of her procedures to make sure they are up to date. She regularly discusses with parents the different experiences she offers children to help her to evaluate her setting. As children become secure in her care, she introduces more opportunities for them to socialise in larger groups of children. Safeguarding is effective. The childminder has a good understanding of how to recognise and respond to concerns about children's welfare. She has used training to strengthen her knowledge of specific safeguarding issues. The childminder carefully reviews children's progress over time to identify any gaps in their development. She discusses any concerns with parents and works with other professionals as necessary. The childminder has used some training to help her develop effective strategies to support children who speak English as an additional language.

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Quality of teaching, learning and assessment is good

The childminder is qualified and makes good use of what she knows about children to create a stimulating learning environment. She works with parents to make sure her regular assessments of children's development are accurate and reflect what children can do at home. The childminder uses lots of songs and nursery rhymes to promote the speech and language skills of the youngest children. She is very responsive to the different sounds babies make and they are delighted when they learn a new word in one of their favourite songs. The childminder shows older children how to squash, cut and roll soft dough with different tools. Younger children explore the texture of the dough and copy how to poke the dough with their fingers.

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Personal development, behaviour and welfare are good

The childminder makes good use of guidance from the local authority to evaluate continually how she supports children to develop healthy lifestyles. She works in partnerships with parents to make sure children have a balanced diet and gives them opportunities to try different foods. Children are motivated to get involved in activities and the childminder uses her voice and gestures very well to capture the attention of babies. Children are prepared to try new experiences and are proud of their achievements. The childminder makes good use of daily routines to help children settle and praises children as they learn to wash their hands. She takes children to playgroups to give them opportunities to develop their social skills and become familiar with cultures beyond their own family and her setting.

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Outcomes for children are good

Children make good progress in their development and are well prepared for their next stage in learning. Babies delight in experimenting with new sounds and can indicate their preferences to the childminder. Younger children who speak English as an additional language are confident to use the new words they have learned and start to be more independent as they play. Older children are well prepared for starting at nursery or school. They develop the social skills they need to be able to take turns well and join in with other children.

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Setting details

Unique reference number EY406039 Local authority Doncaster Inspection number 10070240 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 1 - 11 Total number of places 6 Number of children on roll 7 Date of previous inspection 14 January 2015

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Registers

The childminder registered in 2010 and lives in the Kirk Sandall area of Doncaster. She operates all year, on Monday to Friday from 7am to 5pm, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and provides funded early education for 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

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Registers

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Registers

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Registers

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