Childminder EY417364

Inspection date 15 January 2019 Previous inspection date 14 July 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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This provision is good

n Children thrive in the warm and welcoming environment the childminder creates. They form very secure attachments to the childminder and her assistant. Children are motivated and confident learners. n The childminder knows each child very well. She regularly makes comprehensive assessments of their development using information from parents and her own detailed observations. These are used effectively to identify precisely what children need to learn next. The childminder shares how she will promote children's learning with parents and gives them ideas about how to support this at home. n The childminder makes good use of her strong partnerships with local schools and nurseries to successfully promote children's good progress. They share detailed information about children's development and work together to reinforce and complement children's learning across both settings. n Children are keen learners. The varied and interesting resources capture their attention

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This provision is good

and imagination. The childminder encourages them to have a go and get involved in exploring the different tools, materials and textures. Children relish experimenting with different ways to combine, mix and transport the resources. n Children develop independence during daily routines and play. Older children learn to wipe their own noses and know why they wash their hands. They start to understand how to keep themselves safe as they move around the house. The childminder explains why they must not climb on the chairs, and how to keep warm outside. n Sometimes during play, the childminder does not give children enough time to investigate fully and build on their thinking skills. n The childminder does not make the most of highly focused professional development to further develop practice to an outstanding 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 children's own investigations to further support the development of children's critical-thinking skills n take advantage of highly focused professional development to raise practice 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 had 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 and the childminder's assistant 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 used for childminding.

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Effectiveness of leadership and management is good

The childminder is ambitious and committed to improving outcomes for all children. Since her last inspection, she has strengthened how she works with parents when children first start. She gathers detailed information about what children can already do to help her get to know them quickly. Safeguarding is effective. The childminder has a secure understanding of how to recognise and respond to concerns about children's welfare. She uses training to refresh her knowledge and keep up to date with wider safeguarding issues. The childminder makes sure her assistant understands the safeguarding procedures and she monitors the quality of his practice carefully. She works closely with him to discuss children's progress and evaluate how effectively the environment is meeting children's needs.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of what children can achieve. She makes good use of what she knows about children's development to plan challenging learning experiences. The childminder skilfully creates a very stimulating environment and makes the most of children's interests to promote their learning as they play. Children are introduced to colours, numbers and letters when they explore soft dough, pretend to go shopping and mix mud and water outside. The childminder and her assistant get involved in children's play. They question skilfully to challenge children to talk about what they are doing. Older children use their developing speech to describe how they are mixing their 'soup' of mud and water. The childminder shows babies how to scoop the sand and encourages them to feel the different textures.

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Personal development, behaviour and welfare are good

Children are very happy and content in the childminder's care. They seek reassurance from her and her assistant if they feel unwell and confidently ask for their help. Babies enjoy cuddles and are fascinated by faces when they look in mirrors and books. They enjoy singing songs. The childminder works closely with parents to promote healthy eating habits. She explains the importance of a balanced lunch box to children. Children get plenty of fresh air and babies relish the challenge of learning to walk outside. The childminder carefully integrates a wide variety of resources about different countries and cultures throughout children's play to stimulate discussion. Children talk about the different countries the dressing-up clothes come from, look at maps of the world and have the chance to hear different languages.

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Outcomes for children are good

Children make good progress in their development and are well prepared for starting school or nursery. Older children count groups of objects, match colours and show an interest in recognising the letters in their name. They quickly learn to use their emerging language to talk about what they are doing and ask questions. Babies are determined as they start to pull themselves up and move around the furniture to strengthen their legs. They understand simple passing games and delight in playing peek-a-boo. All children learn to be kind and gentle towards their friends and develop their social skills according to their age.

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Setting details

Unique reference number EY417364 Local authority Rotherham Inspection number 10071868 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 - 10 Total number of places 12 Number of children on roll 12 Date of previous inspection 14 July 2015

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Registers

The childminder registered in 2010 and lives in Dinnington, South Yorkshire. She operates Monday to Friday from 7am to 6pm, all year round, except for bank holidays and family holidays. The childminder works with an assistant 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

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 .

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Registers

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Registers

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Registers

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

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