Jackson, Joanne Marie

Inspection date 10 May 2019 Previous inspection date 8 October 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 is passionate about the care she offers children. She reflects on her practice and seeks the views of parents to develop a continuous improvement plan. n The childminder has excellent systems in place to exchange information with parents about their children's learning and development. This means that she can accurately assess children's achievements and plan for their ongoing learning. n Children have very strong attachments to the childminder and they are very settled. Parents describe the environment as 'nurturing' and 'home from home'. They are delighted with the care their children receive. n The childminder is an excellent role model. She uses praise regularly to encourage positive behaviour and good manners. Children behave very well. n Children develop good physical skills. Young walkers learn how to use steps. Older children practise kicking and throwing different sized balls.

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This provision is good

n Occasionally, the childminder does not encourage children's critical-thinking and problem-solving skills. At times, she is too quick to respond to questions that she asks them. n Children are enthusiastic learners and enjoy the range of activities the childminder provides. However, some activities do not challenge older children enough to fully ignite their curiosity.

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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 support children more effectively to develop their thinking and problem-solving skills and allow more time for them to respond to questions n plan more highly challenging activities that encourage older children to fully develop their natural curiosity.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with the childminder at various times during the inspection. She reviewed relevant documentation and evidence of the suitability of all persons living at the premises. n The inspector met with parents and read written feedback. She took account of their views during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder.

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Effectiveness of leadership and management is good

The childminder has a secure understanding of how children learn. She is enthusiastic about using ongoing training to improve her knowledge and practice. For example, she is using her recently acquired knowledge, to support children to talk about feelings and develop positive approaches to emotional well-being. Safeguarding is effective. The childminder regularly updates her training. She knows the correct procedure to follow should she have concerns about a child. The childminder has a comprehensive range of policies and procedures. She uses partnerships with other professionals effectively to keep up to date with current legislation and guidance.

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Quality of teaching, learning and assessment is good

The childminder knows children well. She has extremely positive relationships with parents. Children's learning flows between home and the setting. Children feel valued as they share what they have done at home with the childminder. The childminder plans activities which reflect children's ages and individual ability. This means children are able to maintain involvement in their play. For example, the childminder engages the youngest children with treasure baskets, while the older children continue with a seed planting activity. The childminder is very focused on developing children's communication skills. She models language well and introduces new vocabulary. For instance, at snack time, children compare 'similar' fruit. The childminder fosters conversation and social interaction. Children recall their morning's activities with their friends on the way home from school.

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Personal development, behaviour and welfare are good

The childminder promotes children's independence and self-care skills highly effectively. For example, older children put on their wellies and coat to go outside. Young children wipe their own hands and face after a meal. Children are confident learners. They express their ideas, thoughts and needs clearly and make choices in their play. Children understand how to share and play well together. As a result, they develop strong friendships and good social skills. Children know how to keep themselves safe. They listen to the childminder and follow rules, such as walking safely and holding on to the pram to and from school. Children play an active role in the community. For example, they have taken part in a sponsored walk for a local charity. They collect litter for recycling on walks to the park.

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Outcomes for children are good

All children make good progress from their starting points. They learn key skills to prepare for the next stage in their learning and their eventual move to nursery and school. Children are keen and motivated learners. They enjoy making independent choices and leading their play.

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Setting details

Unique reference number EY394625 Local authority Warrington Inspection number 10066529 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 12 Number of children on roll 6 Date of previous inspection 8 October 2015

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Registers

The childminder registered in 2009 and lives in Warrington. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years 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

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Registers

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Registers

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Registers

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