Denny, Helen

Inspection date 22 January 2019 Previous inspection date 15 May 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 The childminder involves parents well in their children's learning. She shares information about children's achievements. The childminder asks parents to contribute to assessment records that show children's abilities. This helps parents to have a good understanding of their children's development. n All children make good progress in their learning. The childminder provides opportunities for children to learn new skills. Children develop their understanding of how to care for birds and wildlife. They use oats and seeds to make bird feeders. n The childminder works well with other pre-schools children attend. She takes children to the pre-school and stays with them. This helps to provide children with a familiar adult for support and reassurance. Children's emotional well-being is promoted well. n The childminder shares information about children's achievements with other professionals. This helps to complement the experiences children receive in all settings

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This provision is good

they attend. n The childminder provides many toys, resources and opportunities to help children learn about diversity and the wider world. She talks to the children to help deepen their knowledge and understanding of people with disabilities. n Children settle well when they first start. The childminder spends time speaking to parents. She finds out about their children's care routines and prior learning. The childminder uses this information to provide a tailored approach to supporting children in her care. n Children are confident in their interactions with the childminder. They talk to her about their needs and wishes. n The childminder reflects on her provision and gathers feedback from parents. However, she has not yet identified ways to drive this further to improve outcomes for children.

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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 and set challenging goals to help raise the quality of the provision and outcomes for children to the 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 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 discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading the written feedback provided.

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Effectiveness of leadership and management is good

The childminder has a range of policies and procedures in place that are shared with parents. This helps them to understand the childminder's practice. Safeguarding is effective. The childminder attends child protection training. She confidently talks about her knowledge of signs that may cause her concerns about children's safety. The childminder knows where to reports these concerns to in order to help keep children safe. She attends training to extend her knowledge of internet safety, and uses this to help teach older children how they can access information safely online. The childminder extends her knowledge of how to promote a healthy lifestyle. She gives parents advice about how they can offer children a variety of healthy foods at home.

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Quality of teaching, learning and assessment is good

The childminder observes and monitors children's learning effectively. She records her evidence through written comments and photographs of children as they play. The childminder uses this evidence to plan for what children need to learn next. She shows children photographs of themselves playing and talks to them about the images they see. Children recall from memory and talk about past experiences. This helps them to have a sense of themselves as individuals and of people familiar to them. Children progress well in their communication and language skills. The childminder supports older children to develop their literacy skills. She encourages them to use their fingers first, and then pencils to form letters of the alphabet. Young children sit with the childminder to listen to a story. This helps to develop their interest in stories and supports their early literacy skills.

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Personal development, behaviour and welfare are good

Children demonstrate good physical skills. The childminder supports young children well when they begin to walk. She encourages children to learn skills that help to promote their independence, for example using a knife to cut up a banana. Children behave well. Parents say that the childminder gives children the 'freedom to be their own person'. They say that children know the boundaries and respect the childminder. Older children help younger children to learn 'house rules'. The childminder finds out about children's allergies and dietary requirements. She asks parents to offer children foods at home before she introduces them into her setting. For example, she asked parents to give children nuts before using them in an activity containing nuts. This helps to promote children's good health.

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Outcomes for children are good

Children are at typical levels of development for their age. They make good progress from their starting points in learning. Babies explore different materials as part of their exploration of the world around them. They develop ways to communicate their needs. Older children demonstrate good listening and attention skills. They follow instructions and listen to others' views. Children learn skills in readiness for their move on to school.

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Setting details

Unique reference number EY406377 Local authority Leicestershire Inspection number 10071001 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 0 - 12 Total number of places 6 Number of children on roll 18 Date of previous inspection 15 May 2015

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Registers

The childminder registered in 2010 and lives in Glenfield, Leicestershire. She operates all year round from 7.30am until 5.30pm, Monday to Friday, 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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