Jones, Stephanie

Inspection date 13 December 2018 Previous inspection date 28 February 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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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This provision is good

n Children's behaviour is good. The childminder uses every opportunity to teach children about rules and boundaries. She provides a positive role model to support children to learn how to manage their feelings and behaviour appropriately and consider the feelings of others. n The childminder observes children and shares these observations with parents. Parents say that the childminder is friendly and welcoming. Parents appreciate the ideas to support their children's learning at home. n Children are well prepared for their eventual move on to school. This is because of the childminder's good transition arrangements and her strong relationships with local schools and other settings children attend. n The childminder has a robust system to ensure the quality of care and education is high for all children. She has embraced every opportunity to work with other professionals, such as those from the local authority, to address the requirements from

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This provision is good

her previous inspection. n The childminder does not consistently gather detailed information from parents about what children can do when they first start, to help plan precisely for their learning from the very start. n The childminder has not fully utilised children's access to outdoor learning so they can be outside in all weathers. n At times, the childminder misses opportunities to support quieter children to engage fully during group activities.

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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 obtain more information from parents about what children already know and can do when they first start to help inform initial assessments n provide more opportunities to help children benefit from energetic physical activities in all weather conditions n consider ways to help quieter children to develop their confidence to speak that help enhance their language and communication skills.

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What the setting needs to do to improve further

Inspection activities n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents. n The inspector completed a joint observation with the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at samples of children's assessments folders and records and a range of other documentation.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have a secure understanding of the possible signs that may indicate children are at risk of harm. They have an in-depth knowledge of their responsibilities and the procedures to follow should they have concerns relating to a child's welfare. The childminder observes her assistant's practice and holds supervision meetings with her. The childminder and her assistant reflect on their own training needs and where they need additional support. The childminder completes thorough risk assessments to ensure children's safety. She supervises children effectively as they move between different areas of the environment. This helps children to feel safe. The childminder provides parents with copies of her policies and procedures and keeps them up to date with any future amendments.

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Quality of teaching, learning and assessment is good

The quality of teaching is good and based around the children's interests. The childminder has implemented new systems to track and monitor the progress children make. Children participate in interesting activities that support their learning. For example, they develop mathematics skills as they measure their height with string which the childminder incorporates into festive craft decorations. The childminder tunes in well to children's play ideas. For example, when children choose to play with a selection of trucks and tractors, the childminder uses this as an opportunity to discuss colours and size. The childminder encourages children to use descriptive language while investigating resources. She uses repetition and descriptive language to support children's emerging language and communication skills.

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Personal development, behaviour and welfare are good

The childminder is calm, kind and helps children settle in extremely quickly, including children who have only recently started. Children show good levels of independence. The childminder encourages and praises children well when they achieve new self-care skills, such as using the toilet themselves and putting on their shoes. The childminder promotes the use of good manners at every opportunity. For example, she recognises and thanks children for their contributions in conversations at group time. Mealtimes are highly sociable experiences. The childminder understands the importance of promoting healthy lifestyles. For example, the children benefit from nutritious home-cooked food.

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Outcomes for children are good

Children make good progress in their learning and development and quickly gain confidence. Children show good imaginations, share resources with their peers and interact well. For instance, they delight as they engage in pretend play and imagine being Santa's reindeers. Children develop a keen interest in mathematics and frequently recognise numbers and discuss quantity. For example, older children recognise numbers significant to them during snack times. Children delight as they find numbers on a milk bottle and discuss which is the smallest and biggest number.

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Setting details

Unique reference number 954345 Local authority Wirral Inspection number 10080362 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 - 8 Total number of places 6 Number of children on roll 11 Date of previous inspection 28 February 2018

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Registers

The childminder registered in 2000 and works with an assistant and co-childminder in Eastham, Wirral. She holds an appropriate qualification at level 3. The childminder operates from 8am to 6pm from Monday to Friday, all year round, except for bank holidays and 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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