Childminder in Worcestershire

Inspection date 12 December 2018 Previous inspection date 19 September 2014

p.1

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

p.1

This provision is good

n The childminder is well qualified and experienced. She holds high expectations of what each child can achieve. The childminder is very clear about her role in supporting children to make good progress in their learning, in readiness for school. n The childminder has good teaching skills. She asks children questions to prompt their thinking and learning. The childminder plays alongside children, constantly interacting with them, promoting their enjoyment and achievement through play. n The childminder effectively supports children's social and emotional development. She creates a warm, welcoming home environment where children develop a strong sense of belonging. Children develop a strong bond with the childminder and this supports them to be confident and successful learners. n The childminder has a good understanding of how to promote children's good behaviour and their emotional well-being. She speaks to children respectfully and

p.1

This provision is good

praises their achievements. The childminder talks to children and explains how actions can have an impact on others and make them upset. This helps children learn how to behave and respect others. n Partnerships with parents work well. The childminder keeps parents informed about how well their children are progressing and what they need to learn next. Parents comment very positively about the childminder. They say how happy and comfortable children are in her care and that she has a calm and caring approach. n The childminder does not establish what children already know and can do before they start as quickly as she could to monitor their progress right from the start. n Systems used to share regular information about children's development and progress with other settings that they attend are not fully developed. Children do not fully benefit from continuous support to their learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n consider ways to encourage parents to share more information about what their children can do when they first start n share regular information about children's development and progress with other settings that they attend to help promote even greater consistency and continuity in children's learning.

p.2

What the setting needs to do to improve further

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

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows the possible signs of abuse and neglect. She understands how to report child protection concerns by following the Local Safeguarding Children Board procedures. The childminder makes sure the environment is safe for children to play and learn. She checks the premises before children arrive and supervises them well. The childminder monitors children's progress closely and this enables her to quickly identify any gaps in learning. Information about children's achievements is shared with parents using on online application. The childminder has an effective programme for professional development to improve her already good knowledge and skills to benefit children. She reflects on practice and talks to parents about her provision to drive continual improvement.

p.3

Quality of teaching, learning and assessment is good

The childminder has a secure knowledge and understanding of how young children learn and develop and what they can achieve. She uses the information gained from her observations to plan the next steps in children's learning. The childminder places a good focus on promoting young children's language skills. She follows the parents' lead, and uses 'baby talk' to promote babies' communication skills and they respond using the sign to say, 'thank you'. Younger children quickly develop their confidence, they are inquisitive and curious, playing with the good range of resources. The childminder encourages early mathematical and problem-solving skills. She encourages counting, simple calculation, and uses language to help children learn about position, size and shape. Children use their imaginations well and pretend to make soup and hot chocolate drinks. Children talk about events at home and what they enjoy during their time with the childminder, for

p.3

Personal development, behaviour and welfare are good

Children learn how to keep themselves safe. Children confidently explain about road safety and how they must look both ways for cars. The childminder provides a wide range of opportunities for children to learn about the wider world. They visit toddler groups, the library and local parks. This helps children to develop social skills and confidence as they play alongside other children. The childminder promotes a healthy lifestyle. Parents provide food to meet children's needs and the childminder provides fresh fruit and drinks. Children learn about good hygiene routines and wash their hands before eating and after using the bathroom. Children are independent and have a go at doing things for themselves. For example, they get their drink bottles when they are thirsty, and put their coats and shoes on to go outdoors.

p.3

Outcomes for children are good

Children are confident and self-assured. They are keen to share what they know and can do. Children learn about letters and the sounds they represent, and talk about and find the letters in their name. Children are eager to participate, and this positive attitude creates a secure foundation for their future learning. Children acquire a good range of key skills in preparation for the next stage in their development and the move to school.

p.3

Setting details

Unique reference number EY443749 Local authority Worcestershire Inspection number 10069922 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 19 September 2014

p.4

Registers

The childminder registered in 2012 and lives in Malvern, Worcestershire. She operates all year round, Monday to Friday from 8.30am to 5.30pm, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5