Childminder 257517

Inspection date 8 May 2019 Previous inspection date 4 March 2016

p.1

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

p.1

This provision is good

n The childminder builds warm, close relationships with children. Children respond to her well and settle quickly, showing a sense of security in her care. She is kind and patient, and gives children time to think about what they enjoy doing. Younger children are given close physical care and reassurance. The childminder responds immediately to their physical care, to make them comfortable during the day. Children behave well and they learn to think about right and wrong from an early age. n The childminder has positive relationships with parents, who report positively about the good quality of care for their children. They value the regular communication about their children's progress and mention 'good food and activities'. They also comment about the flexibility of the childminder and that she is very caring. n The quality of the teaching is good. The childminder knows the children well. She establishes children's starting points and uses this information to plan activities that

p.1

This provision is good

engage the different ages of the children. She extends activities for older, more-able children, while taking account of the needs of a younger age range. She uses children's interests to focus them on what they need to learn next. n The childminder has a good understanding of safeguarding procedures and her responsibilities, should she have a concern about a child in her care. n The childminder does not always take account of the full range of information that may support children to make the best possible progress.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n extend further relationships with parents and other professionals to include more detail on any specific learning for the children so that they can make the best possible progress.

p.2

What the setting needs to do to improve further

n The inspector spoke with the childminder and children present and observed their interactions throughout the inspection. n The inspector viewed all the areas of the home. n The inspector looked at a range of documentation, including learning journals, records of assessment, a sample of policies and evidence of suitability checks.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the signs and symptoms that may indicate that a child may be at risk of harm. She has researched information about the newer initiatives in child protection. She is up to date in her knowledge and understanding and would know how to respond if she had concerns about a child. She has relevant information that she can draw on to support her learning. The childminder reviews her practice and considers what she may do to improve her childminding in the future.

p.3

Quality of teaching, learning and assessment is good

Teaching is good. The childminder works in partnership with parents to obtain children's starting points. She uses what she knows about each child from her own assessments to plan for their next stage in learning effectively. She takes account of the different ages of the children present and tailors the activity so that all children can take part. For example, children's recent interest in spring has developed into an indoor 'bug hunt'. The children have a range of resources, leaves, different coloured bugs, plates and pincers, to handle the bugs. Younger children explore the colours and shapes, while older children learn to match colours and sort objects. They place the purple bugs on the purple plate and count how many. The childminder introduces new words to the children as they read books together and explore different birds and their names.

p.3

Personal development, behaviour and welfare are good

Children's physical, social and emotional needs are well met. The childminder is kind and provides regular praise and reassurance to the children, throughout the day. Her positive role modelling means that children learn to behave well and are beginning to develop respect for how others may feel. They learn to share and take turns. Children develop a high level of confidence and self-esteem. The childminder listens to what the children say and prompts them to think about what they already know or can do. She supports children to make choices in their play, using the available resources. Children develop their physical skills using the pincers to pick up small objects and they learn to mark make using a variety of big and small crayons, suitable for different ages.

p.3

Outcomes for children are good

Children make good progress from their starting points and acquire the skills they will need for their next stage of learning. They are beginning to gain an understanding of early mathematics and learn to count past five. Young children have space to move around unaided and develop their muscle strength. They are encouraged to practise their letter sounds and begin to form short sentences.

p.3

Setting details

Unique reference number 257517 Local authority Warwickshire Inspection number 10072726 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 15 Date of previous inspection 4 March 2016

p.4

Registers

The childminder registered in 2001 and lives in Nuneaton. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5