Pritchett, Julie Anne

Inspection date 14 November 2018 Previous inspection date 20 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 Children are happy and enjoy their time with the childminder, who engages well in their play. The childminder has a lovely rapport with the children. She is caring and attentive to their individual needs. This supports children's emotional well-being successfully. n The childminder knows children well and understands how they learn and develop. She provides good opportunities for children that follow their interests. Children are successfully engaged and motivated to learn. For instance, children choose to play with the imaginative kitchen and pretend they are making cups of tea for the childminder and visitor. n The childminder takes children on a wide range of outings in the community. They go to local parks, stay and play groups and the local library. In addition, she takes children to places where they can watch different cultural weddings. These experiences help children to understand their local community, develop good social skills and understand

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The provision is good

the world around them. n The childminder uses effective methods to engage parents and carers in their children's learning. She gathers detailed information to help inform her initial assessments of children's developmental stage. n The childminder is experienced and regularly keeps her knowledge updated through completing online training. In addition, she reads relevant publications, gleans information from other childminders and shares ideas for activities.

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It is not yet outstanding because:

n Occasionally, the childminder does not allow sufficient time when posing questions to children to allow them to answer what they know and think. n The childminder's evaluations are not sharply focused and do not consistently support her to identify precise areas for future developments.

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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 develop questioning skills so that children are given sufficient time to think and answer, before asking the next question n focus evaluations to consistently identify precise areas for development and ensure that practice is continually improving.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact on children's progress. n The inspector spoke with the childminder and children throughout the inspection. n The inspector completed a joint observation of an activity with the childminder. n The inspector looked at documentation and records, including evidence of the suitability of adults within the home. n The inspector took account of children and parents' comments from questionnaires.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her responsibility to protect the welfare of children and regularly updates her knowledge by completing training. She understands how to identify when children may be at risk of being exposed to extremist views. The childminder knows the appropriate action to take should she have any concerns about a child's welfare. Parents comment positively on the quality of care and learning their children receive. They say that their children enjoy attending and that the childminder is kind, approachable and offers a home-from-home environment. Comments from children say the childminder 'is the best'. The childminder shares extremely useful information with parents on a regular basis, verbally and through a daily diary. This includes, information regarding children's daily routines, activities and how they can support children's learning at home. The childminder works closely with

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Effectiveness of leadership and management is good

local schools to support children when they are ready to move on.

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Quality of teaching, learning and assessment is good

The childminder provides a stimulating environment where children enjoy a wide range of indoor and outdoor play activities and learning experiences. The childminder uses her knowledge of the children's interests and needs to plan interesting activities. She supports children's interest in books and they select their favourites books for the childminder to read. The childminder teaches children colour names and supports them to count to 10. Children develop their sensory skills as they explore dried spaghetti and pasta. They use tweezers as they search for letters in their names that are hidden in the mixture. Children learn about the world around them and the damage caused by plastic and rubbish in the sea. A colourful and creative underwater scene depicts how sea creatures are endangered by man-made waste. The childminder regularly observes children and uses these observations to track their progress. This supports her to identify

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Personal development, behaviour and welfare are good

Children play in a welcoming environment. They know where to find their favourite toys and tidy them away after use. The childminder sets consistent boundaries. Children behave well and use their manners. Children learn about the importance of living a healthy lifestyle. For example, the childminder talks with them about eating healthy foods, such as fruit. Children learn how to grow food, for instance lettuce, carrots and pumpkins from seeds. The childminder encourages children to wash their hands before eating. This helps to support good hygiene practice.

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Outcomes for children are good

Children develop good skills that prepare them for the move on to their next stage of learning, such as school. They choose and select resources for themselves and learn to manage their self-care needs independently. Children develop an understanding of how to keep themselves safe. For example, they regularly practise fire drills and know they must not walk close to the road. Children learn to recognise letters in their names and the sounds they make. They play matching games as they find faces with different emotions and expressions and match dinosaurs on dominos.

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Setting details

Unique reference number EY357603 Local authority Coventry Inspection number 10069247 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 - 9 Total number of places 6 Number of children on roll 10 Date of previous inspection 20 August 2014

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Registers

The childminder registered in 2007 and lives in Coventry. She operates all year round from 6.30am to 7.30pm, Monday to Friday, except for family holidays.

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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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