Dodds Karen Claridge

Inspection date 7 February 2019 Previous inspection date 26 April 2016

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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 builds positive relationships with the children. They are happy in her care and come to her for emotional support when they feel the need. n The childminder meets the individual needs of each child and their families well. For example, settling-in procedures for new children are flexible to meet their requirements. n The quality of teaching is good. The childminder provides a stimulating environment and a broad range of activities linked to children's individual interests. All children make good progress from their starting points. n Children's health and physical development are promoted effectively. Children are cared for in a clean environment and good hygiene procedures help to minimise the risk of cross-infection. n The childminder communicates effectively with parents, involving them in their child's learning. This strengthens the link between home and the provision, which helps to

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This provision is good

provide continuity for the children in their learning and care needs. n The childminder evaluates her provision well. She seeks the views of parents and children to identify areas for development. For example, she has recently extended ways to help children with their early reading skills. n The childminder does not focus her professional development opportunities to enhance the quality of her teaching 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 focus professional development to build on the already good teaching and extend children's experiences even further.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas used for childminding. She talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities. n The inspector looked at evidence of the suitability of the childminder and those living on the premises. n The inspector discussed children's learning and development and sampled their records. n The inspector took account of the views of parents by reading a number of their comments on letters obtained by the childminder. n The inspector reviewed a selection of policies and procedures, including safeguarding.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her role to protect children from potential abuse and how to report any concerns she may have. She implements a wide range of policies to keep children safe and run the provision well. Effective measures are in place to identify and minimise potential hazards to children. The childminder tracks children's progress closely and identifies emerging gaps in their learning so that these can be addressed quickly. She shares information about children with other early years settings they attend. This helps to support consistency in their learning and development.

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Quality of teaching, learning and assessment is good

The childminder observes children as they play and accurately assesses their stage of development. She uses this information to identify the next steps in their learning. The childminder supports children's communication skills well. For example, children are fascinated as raindrops run down a window. The childminder engages children in talk about the different types of weather. She actively listens to what they say and values their ideas. Children's early mathematical development is supported. For instance, children build wooden brick towers and the childminder encourages them to count how many bricks they have used. Younger children are developing their early understanding of using technology. For example, as they use electronic toys, they press different buttons and watch the flashing lights intently. Children develop good physical skills. For instance, they persevere as they use tweezers to pick up noodles and put them into

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Quality of teaching, learning and assessment is good

bowls. This also helps to develop their hand-to-eye coordination.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She gently reminds children to share and take turns. This supports them to play collaboratively. Children are proud as they complete small tasks, such as helping to put the toys away, and the childminder offers them lots of praise. This helps to build their confidence and self-esteem. Children benefit from regular outings. They often visit groups, such as local playgroups, which helps to develop their social skills.

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Outcomes for children are good

All children make good progress. They are gaining the skills that will prepare them well for their next steps in learning and eventual move to school. They show they are becoming increasingly independent. For example, they choose what they want to play with and access toys without help. Children show they are becoming increasingly confident. They are forming firm friendships with their peers and talk to visitors with ease.

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Setting details

Unique reference number 257423 Local authority Lincolnshire Inspection number 10072725 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 6 Date of previous inspection 26 April 2016

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Registers

The childminder registered in 2000 and lives in Sleaford, Lincolnshire. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

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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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