Banner Maria Jane

Inspection date 18 February 2019 Previous inspection date 21 October 2014

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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 is proactive in reflecting on aspects of her practice and has a positive attitude towards making changes, to improve the quality of the provision. As a result, outcomes for children are good. n The childminder assesses children's development accurately. She is astute at recognising gaps in their learning and development and is tenacious in her approach to tackling these. Children receive the help and support they need to catch up with their peers. n The childminder has developed and maintains good partnerships with other professionals involved in children's lives. She makes sure all parties work together to meet children's individual needs. n Children are relaxed and happy in the childminder's care. They have strong attachments to her and enjoy her company. n The childminder works hard to make sure parents are well informed about her provision and their children's progress. She uses communication methods that

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This provision is good

encourage parents to get involved and take an active role in helping their children learn. n Although the quality of teaching is consistently good, the childminder has not developed her knowledge and understanding deeply enough to make sure planning and teaching are always highly effective and children consistently achieve rapid progress, in preparation for their future learning and school.

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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 enhance professional development, to build a deep knowledge and understanding of the curriculum and skills in planning highly effective activities and experiences that result in children making exceptional progress in preparation for the next stage of their learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching. n The inspector completed a joint observation with the childminder. n The inspector spoke to childminder and children at appropriate times throughout the inspection. n The inspector reviewed a range of documentation, including children's records.

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Effectiveness of leadership and management is good

The childminder has dedicated herself to making significant improvements in the management and organisation of her provision. This has had a positive impact on the progress children make. For example, she has reduced the numbers of children attending, in line with requirements, to increase the amount of time and attention each child receives. The childminder has a secure knowledge of how to protect children's well- being and keep them safe. She knows how to recognise when a child may be at risk and the steps to take to keep them from harm. Safeguarding is effective. The childminder has developed effective partnerships with other professionals, such as health visitors, speech therapists and other settings children attend. She makes sure that her work complements and builds on the experiences children have elsewhere. The comprehensive range of policies and documentation is well maintained and underpins

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Effectiveness of leadership and management is good

the good management of the provision. Parents speak highly of the childminder, reporting that she is, 'reliable, fun, loving, professional and above all else, caring'.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of each individual child in her care. She establishes accurate starting points for their learning by making her own observations and asking parents and key persons in other settings to share what they know children can already do. The childminder finds out about children's interests and uses these as a basis for their learning. For example, children who have a particular interest in vehicles are helped to match numbered cars to correspondingly numbered parking bays, to develop their mathematical skills. The childminder has a natural teaching style, demonstrating, explaining, encouraging and questioning as children play. She sets them appropriate challenges to build on their knowledge and skills. For example, as children play a board game together, she encourages them to count numbers to a higher level each time.

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Personal development, behaviour and welfare are good

The childminder makes sure children are engaged and interested in their activities and, as a result, children consistently behave well. When minor conflict occurs, she manages this well, distracting children and speaking calmly to them to explain the consequences of their actions. There is a positive learning environment. There is a wide range of resources, which is easily accessible to children. They make choices for themselves about what to play with. There are plenty of opportunities for children to develop their physical skills, both inside and outdoors. Children's individual needs are well met, particularly when children show signs of having special educational needs and/or disabilities.

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Outcomes for children are good

Children make consistently good progress from their starting points and are developing the skills, knowledge and attitudes they need to be well prepared for school. They enjoy learning and show pleasure in their achievements. They have very good levels of concentration, engaging with activities, such as board games, for extended periods. Children are developing a good understanding of diversity. They enjoy activities such as visiting a local Chinese restaurant for a meal.

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Setting details

Unique reference number EY259042 Local authority Staffordshire Inspection number 10094571 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 - 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 21 October 2014

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Registers

The childminder registered in 2003. Opening hours are Monday to Thursday from 7.30am until 5.45pm, however, the childminder offers flexibility beyond these hours to suit the needs of individual families. She operates her provision all year round, with the exception of family holidays and Christmas. Funding for early years education is available 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

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Registers

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Registers

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Registers

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