O'Donoghue, Kay

Inspection date 15 November 2018 Previous inspection date 14 July 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 builds strong relationships with children in her care. They often seek her for comfort. She is very creative and makes individual books of children's family members so that they can look at these when they wish. This helps children to have a strong sense of emotional security and to feel reassured. n Children have access to a vast range of resources. The childminder consistently adds to the supply of toys and equipment, and children explore these while they move around the room. n The childminder promotes children's good health effectively. Her home is maintained in a clean condition. She ensures hygiene procedures are rigorous, and she protects children well against any likelihood of cross infection. n Children have opportunities to learn about the wider world and diversity. The childminder provides a range of interesting books, toys and resources to raise children's awareness of similarities and differences in society.

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The provision is good

n The childminder uses effective skills to complement children's own play activities and to provide enjoyable learning experiences. She knows the children and she plans well to meet their individual needs. Children make good progress in their development.

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It is not yet outstanding because:

n On occasions, the childminder includes challenges that are slightly above children's stage of development, which does not enable them to consolidate their learning and achieve as well as possible. n The childminder does not evaluate her practice consistently so that she continues to make improvements to raise the quality of teaching to a higher 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 identify swiftly where to adjust the level of challenge, to help children make the best possible progress n strengthen the evaluation of teaching to help raise the quality to a higher 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 indoor activities and assessed the impact this has on children's learning. The inspector evaluated an activity with the childminder. n The inspector held discussions with the childminder and discussed the self-evaluation process. n The inspector spoke with the children at convenient times. n The inspector sampled documentation required for the smooth running of the setting. n The inspector read written feedback from parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the signs of possible abuse. She knows what to do if she has any child protection concerns about a child in her care. The childminder actively seeks opportunities to maintain her professional development. She has completed many courses online and increases her knowledge to support children's learning. For example, she implements her understanding of sustaining 'shared thinking'. She now encourages children to concentrate more and to focus their attention on specific aspects of their learning. Self- evaluation is ongoing. The childminder has addressed the recommendations raised at the last inspection very well. For example, she has adapted her routines to enhance hygiene practices. Parents are very satisfied with the learning and care that the childminder provides for their child. They say that children take home many examples of work they

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Quality of teaching, learning and assessment is good

The childminder generally promotes children's learning well through enjoyable activities. She makes good use of resources to support children's play. She plans with clear learning intentions for each child, for example, to identify shapes. She promotes their concentration well. The childminder promotes children's language skills effectively through constant conversation. Following observations of children's play, the childminder identifies their next steps in learning, such as to extend their understanding of stacking. She repeats words, such as 'big' and 'bigger', while they stack boxes and cups, to take their learning to another level. She models the names of colours and encourages children to look for yellow bricks. The childminder motivates children with lots of praise and by joining in with their play. Her calm and unhurried approach supports children to learn at their own pace. The childminder involves parents consistently in their child's

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Quality of teaching, learning and assessment is good

learning, ensuring children receive good support at home and while they are in her care.

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Personal development, behaviour and welfare are good

Children are happy in the setting. They sing nursery rhymes while they play and enjoy frequent cuddles with the childminder. They demonstrate that they understand the boundaries of behaviour by responding positively to her guidance. Children are learning to be independent. They choose resources for play and are engrossed while they test equipment. They benefit from outings to local shops daily, and the fresh air helps them to sleep well as part of their routines. When they wake from sleeping, the childminder sits them on her lap and speaks soothingly until they are alert and ready for other activities. She promotes children's well-being very caringly.

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Outcomes for children are good

Children make good progress in their development. They count during play, for instance, the number of toy ducks. They enjoy role play and pretend to talk on the phone and press buttons repeatedly. Toddlers walk steadily from one end of the room to the other. They sit on wheeled toys and prod materials which they examine. Children learn to share and take turns at using resources. They are developing the skills they need for their learning at nursery and eventually school.

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Setting details

Unique reference number EY462299 Local authority Coventry Inspection number 10069259 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 - 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 14 July 2014

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Registers

The childminder registered in 2013. She lives in the Walsgrave area of Coventry. She operates all year round from 7.30am to 5pm, 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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