Childminder EY538646

Inspection date 8 February 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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's initial and ongoing assessment of children's progress is accurate and clear. She uses this information to identify precise and challenging next steps for children's learning. The childminder makes sure that any areas of learning that children may fall behind with are quickly identified and set as a focus. All children make good progress in their learning. n The childminder builds positive relationships with parents and the local nursery. This helps her to evaluate her provision and identify the strengths and areas for further improvement. The childminder makes sure that her assistant receives regular individual support where she can seek advice and discuss any concerns and her future training requirements. n The childminder and her assistant build effective relationships with the children. For example, they use endearing words, offer children cuddles and chat to them throughout the day. The assistant has attended training on how to meet the needs of

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This provision is good

two-year-old children. She is particularly aware of the fluctuating emotional and physical needs of these younger children and supports them well. n The childminder has attended training about healthy eating. She provides children with nutritious and well-balanced meals and snacks. Children enjoy freshly cooked home- made dinners. n There are few opportunities for children to gain an awareness of how they differ from, or are similar to, other people. n The childminder provides few opportunities for younger children to fully develop their sensory skills and explore a variety of textures and materials.

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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 provide children with more opportunities to build on their respect for, and understanding of, the similarities and differences between themselves and others in the wider community n provide more opportunities for children to develop their sensory skills and explore a variety of textures and materials.

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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 and the childminder completed a joint observation of an activity undertaken by the assistant. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living or working in the household. n The inspector held conversations with children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have attended child protection training. They have a good understanding of their role in the prevention or early identification of abuse and neglect. The childminder checks all indoor and outdoor areas to identify and minimise any possible risks to children.

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Quality of teaching, learning and assessment is good

The childminder and her assistant use a wide range of successful teaching strategies. For example, the assistant encourages children to use the musical instruments during a singing session. She holds up the triangle while children bang it with the steel rod. The assistant describes what children are doing as they vigorously bang on the drum. She helps the children to understand rhythm as they try to use the musical instruments very fast and then very slow. The assistant praises each child for their attempts at making musical sounds, thereby developing their self-confidence. The childminder encourages children to count and recognise colours and numbers as they sort small-world animals. She models how to pick the animals up with the plastic tweezers and describes what she is doing to help children develop their understanding of language. The childminder writes the children's names on the blackboard and sounds out each of the letters. Children

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Quality of teaching, learning and assessment is good

experiment with making marks as they paint with water on the blackboard.

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Personal development, behaviour and welfare are good

The childminder and her assistant follow each child's lead and motivation for learning. For instance, toddlers are supported in their play when they choose to leave the adult- led activity and explore other toys. The childminder makes sure that children can easily access the toys and equipment that they wish to play with. There is direct access to the well-resourced garden and children have daily opportunities for outdoor play. The childminder takes the children on monthly visits to the toddler group. This helps children to develop social skills outside of the childminder's home. The assistant supervises children as they wash their hands before eating. She talks to the children about the importance of handwashing and how to do it properly. The childminder and her assistant have good strategies in place that promote children's positive behaviour. Children begin to learn to share and take turns.

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Outcomes for children are good

The childminder prepares children well for the next stage in their learning, such as nursery or school. Children enjoy using colouring pens and pencils and learn to make connections between their movements and the marks they make. They develop their love of books as they enjoy daily story times about their favourite characters. Children are self-assured, happy and interact freely and enthusiastically with one another, the childminder and her assistant.

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Setting details

Unique reference number EY538646 Local authority Staffordshire Inspection number 10089490 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 - 2 Total number of places 12 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Blythe Bridge, Stoke-on-Trent. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and offers funded early education for two-, 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

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Registers

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Registers

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Registers

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