Childminder in Warwickshire

Inspection date 12 March 2019 Previous inspection date 3 August 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 observes children and assesses their progress. Overall, she supports children well so that they develop a variety of skills and gain a capacity to learn. Children reach the next steps in their learning and make good progress. n Partnerships with parents are strong. Parents comment positively on the range of activities, how well children learn to manage tasks for themselves and the childminder's clear expectations for behaviour. They appreciate the care and attention the childminder gives their children. They have full confidence in the childminder's abilities. n The childminder is clear about the signs of child abuse and neglect and knows the procedures to follow if she has a concern about a child. This helps to protect children. n The childminder gives high priority to children's personal, social and emotional development. She arranges a gradual settling-in period with all parents. She asks

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This provision is good

parents of very young children to leave an item of their clothing with her so that children can still feel close to their parents when they are not there. This helps children feel settled and emotionally secure. n The childminder interprets young children's methods of communication well. She supports their emerging speaking skills effectively. n Children practise their physical skills in handling in a variety of ways. The childminder provides good opportunities for sensory exploration. She encourages children to make marks with their hands and tools. n The childminder maintains and effectively implements all documentation, policies and procedures required for the safe and efficient management of her provision. n The childminder does not consistently support older children's literacy skills in reading as well as possible. For example, older children do not have enough opportunities in the environment to learn that print carries meaning or recognise the link between

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This provision is good

letters and the sounds they make. n The childminder does not make the most of all professional development opportunities available to help boost her already good practice to the highest 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 provide more consistent support in the environment to help progress older children's literacy development as far as possible, specifically with regard to reading n make the most of available professional development opportunities to build the already good practice to a higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities in the indoor play area. She discussed teaching methods with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector looked at evidence of the childminder's training and checked evidence of the suitability of all adults living on the premises. n The inspector looked at a selection of records, including children's assessments and the planning, policies and procedures, and other relevant documentation. n The inspector took account of parents' views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder identifies and successfully minimises potential risks in her home and garden. She is aware of her responsibilities to prevent children being drawn into situations that put them at risk of harm. The childminder also keeps her paediatric first aid and safeguarding knowledge up to date. The childminder engages parents in their children's learning. She helps parents share what they know about their children and keeps them informed about their children's achievements. The childminder also works effectively with staff in other settings where children attend part-time. This helps to ensure continuity of care and learning. The childminder monitors the quality of the care and education she provides. This helps her to maintain good standards.

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Quality of teaching, learning and assessment is good

The childminder provides good teaching support for young children and she extends their interests. Young children babble happily while they play, and the childminder offers praise when they spontaneously repeat some of the words she says. The childminder sings with them, ensuring that she sings words clearly and at a pace that means young children are able to easily join in. This helps to build on their vocabulary of single words. The childminder offers yoghurt and food colouring for exploration and mark making, knowing that young children explore with their mouths as well as their hands. She provides a baking tray with the yoghurt in the four corners and pours different food colouring on top. Initially, young children tentatively touch the mixture with one finger, then as curiosity builds they use both hands and explore the texture. Eventually they pat their hands in the mixture and giggle as it splashes out of the tray.

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Personal development, behaviour and welfare are good

Children are settled and happy. Relationships are very good and children enjoy their learning in a welcoming environment. The childminder supports children in showing consideration for others and being kind. Children learn to share and take turns. The childminder helps to boost their self-confidence as she praises their efforts and achievements. The childminder supports children to learn about similarities and differences. For example, she helps them find out about cultures and traditions beyond their own experiences. Children are physically active and eat healthy food. They develop an understanding of dangers. For example, during outings, the childminder explains the reason why they need to focus before crossing the road, look both ways and listen. This helps them learn how to keep themselves safe.

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Outcomes for children are good

Children develop the good skills they need to be ready for the move on to pre-school and school. They interact with other adults and children while attending toddler groups, which helps to prepare them socially and emotionally for moving on. Friendships form among older children and they play together while engaging in imaginative role play. Children's pencil control is developing well. Older children use their good skills to draw around their hands and some children are learning to write their names. Children also develop mathematical skills as they learn to count, identify numbers and sort objects by colour and shape.

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Setting details

Unique reference number EY415351 Local authority Warwickshire Inspection number 10072203 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 - 9 Total number of places 6 Number of children on roll 13 Date of previous inspection 3 August 2015

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Registers

The childminder registered in 2010 and lives in Rugby. She operates all year round from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3. She provides funded early years 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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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