Crowley, Martine

Inspection date 31 January 2019 Previous inspection date 14 October 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 enjoy their play. The childminder gets to know children well and provides play experiences that excite and motivate their curiosity and interests effectively. Children make good progress. n The childminder forms positive relationships with parents and works effectively with them to support their children's care and learning needs. Parents' written comments note the childminder is very supportive and their children thrive in her care. n Children are settled and content. They respond very happily to the childminder and her assistant, and interact positively to their gentle humour. n The childminder continues to develop her knowledge and understanding of children's learning. For example, she has raised her awareness of the different ways in which children learn and how she can motivate them to explore through their play and become active learners. n Children enjoy a wide range of outings with the childminder that help them learn about

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This provision is good

their local community. For instance, children enjoy going for walks into town, to the nearby shops to buy food for their cooking activities or to explore a local cathedral. n Although the childminder has improved children's independent access to toys, she has not considered monitoring their use of all play resources, for example to address any identified gaps in their learning and support their development further. n Although the childminder encourages children's early mark-making skills, she has not considered more ways to help develop all aspects of their physical abilities, to help them gain more control when using different tools for writing.

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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 strengthen systems to monitor children's use of toys and resources to support their learning more consistently in all areas n provide more opportunities for children to develop all aspects of their physical abilities to support their early writing skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children's interactions in play and viewed their learning journals. n The inspector viewed documentation, such as operational policies, procedures and required records, including first-aid and insurance certificates. n The inspector took into account the written comments of parents. n The inspector undertook a joint observation of an activity with the childminder and discussed children's learning. n The inspector discussed self-evaluation with the childminder and how she uses this to make improvements.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of safeguarding issues and procedures to follow to help protect children's welfare. She continues to reflect on the effectiveness of her practice to provide positive outcomes for children. For example, she provides more frequent changes of activities to support and maintain the younger children's interests effectively. The childminder monitors children's achievements regularly with parents and other settings children attend, for instance to work together and support their interests and progress more consistently.

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Quality of teaching, learning and assessment is good

The childminder encourages children's communication skills effectively. For example, she introduces words, such as 'reflection' or 'planets', and young children start to say these in context. Older children examine pieces of ice with interest and talk confidently about the temperature at which water freezes. The childminder supports children well to develop their creative skills. For example, children become absorbed making a bird feeder using cardboard tubes, string, peanut butter and bird seed. Children concentrate well with this activity and eagerly roll the tubes in the bird seed. They try to get the seed off their fingers and hands and say 'it's sticky'. The childminder motivates children's imaginations well. For instance, young children happily pretend to change their doll's nappy. They like to cuddle their dolls and gently rock them to sleep.

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Personal development, behaviour and welfare are good

The childminder supports children's good health and well-being effectively. For example, children learn why washing their hands is important. They say, 'We might get germs that give us tummy ache.' Children learn how exercise is good for them and helps to make their hearts 'strong and healthy'. They develop good independence skills, such as finding their lunch box, and sort out their food to eat themselves. In addition, younger children start to follow simple instructions and readily help to tidy away their toys. The childminder encourages children to keep safe, such as when crossing roads. For instance, children say, 'We look left and right and listen for cars.' They like to press the buttons on the pedestrian crossing, and look and listen for the 'green man' light to show.

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Outcomes for children are good

Children develop key skills to help them with their move to school. Younger children show great interest in the world. For instance, they talked with the childminder about the planets and stars. They eagerly pointed out Saturn and the Earth to her in a picture display and were fascinated to watch a short programme about space on a laptop. Older children develop their understanding of how things happen. For example, they knew ice had frozen because the weather was cold and that it would melt when it was warmer. Children behave well and develop good socialisation skills. For instance, they interact happily with their friends in play and start to use good manners from a young age.

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Setting details

Unique reference number 144953 Local authority Wiltshire Inspection number 10066823 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 - 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 14 October 2015

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Registers

The childminder registered in 1993. She lives in Salisbury, Wiltshire. The childminder is available to care for children from 7.30am until 6pm, Monday to Thursday, all year round. She holds an early years qualification at level 3. At times, the childminder works with an assistant. She receives funding to provide free early years education for children aged two, three and four years.

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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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