Love Sharon Anne

Inspection date 4 March 2019 Previous inspection date 30 April 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 skilfully links planned activities to children's interests. Consequently, children remain enthused, motivated and fully engaged in their play. Learning is well supported. n All children make good progress in their learning. Assessment procedures for checking children's progress are focused and precise. The childminder and her assistant use these effectively to check and review children's development. They successfully identify children's next steps and any gaps in their learning. n Children's good health and well-being are successfully promoted. They learn about hygiene practices, enjoy healthy snacks and participate in a variety of physical activities, both outdoors and in the local community. n Children are happy and enjoy their time spent in the childminder's care. The childminder is gentle and calm. Children laugh and giggle as they play, illustrating their emotional security. n The childminder takes positive steps to evaluate her practice and to make

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This provision is good

improvements. She receives complimentary feedback from parents about the care she provides. n On occasions, the childminder and her assistant do not focus enough on helping young children to fully extend their vocabulary and develop their language and communication to the highest level. n The childminder does not always obtain enough information about children's developmental starting points to help plan their learning fully from the beginning.

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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 the strategies used for developing young children's language in order to extend their vocabulary even further n gather more detailed information from parents when their child first starts about their child's learning and development.

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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 and assessed the impact this has on children's learning. n The inspector was given a tour of the areas of the home used for childminding purposes. n The inspector looked at children's records, a sample of policies and evidence of the suitability of the childminder, her assistant and other adults in the household. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with the childminder and children at appropriate times during the inspection and took account of the views of parents.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder and her assistant have a sound understanding of their responsibilities to identify, record and report child protection concerns. The childminder and her assistant attend a wide range of training together to develop their knowledge. For instance, they have recently attended training about developing children's attachment to extend their skills in this area. This helps the childminder to develop her service and improve experiences for children. The childminder and her assistant use risk assessments effectively to identify and minimise potential hazards in the home, garden and while on outings.

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Quality of teaching, learning and assessment is good

The childminder and her assistant are well qualified. This is reflected in their good practice and teaching skills. The childminder and her assistant accurately observe children and identify the next steps in their learning. They use this information to plan effective activities that support children's progress. The childminder and her assistant join in enthusiastically with children's play. They use interactive resources and books to engage the children well. For example, children are fascinated to watch a toy caterpillar eat pictures of food in a story. The childminder and her assistant use the outdoor environment well to promote children's learning. For example, children enjoy going on a 'bear hunt' in the garden using imaginative resources to bring a familiar story alive. The childminder and her assistant enthusiastically join in role play and follow the children's play and ideas. This motivates children and helps them become enthusiastic and

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Personal development, behaviour and welfare are good

The childminder and her assistant support children to develop their independence skills, which helps equip them well for their future learning. They provide a welcoming and stimulating environment for children. Effective deployment of both the childminder and her assistant ensures children are within sight and hearing at all times. This helps to keep children safe. Children confidently make choices about their play and demonstrate their joy in learning. Young children become excited as they splash in puddles to re- enact a familiar story. They clap their hands and show how proud they are of their efforts. The childminder and her assistant foster children's emotional well-being and offer consistent praise and encouragement to increase children's confidence and self- esteem. The childminder and her assistant demonstrate good manners, supporting children to learn social skills, such as sharing.

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Outcomes for children are good

Children make good progress in their learning and gain the skills that will help them at school. They develop their early writing skills on a chalk board and listen attentively to stories read to them. Children develop good relationships with the childminder and they learn to value and respect the feelings and opinions of others at toddler groups. Children are confident and inquisitive learners who are eager to join in activities. They acquire self-care skills, such as putting on their own wellington boots before they play in the garden.

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Setting details

Unique reference number EY309669 Local authority Derbyshire Inspection number 10070200 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 - 11 Total number of places 12 Number of children on roll 31 Date of previous inspection 30 April 2015

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Registers

The childminder registered in 2005 and lives in Bolsover, Chesterfield. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and holds a level 3 childcare qualification.

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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

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Registers

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Registers

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