Buttery Joanne

Inspection date 16 May 2019 Previous inspection date 28 April 2016

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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 Teaching is strong. The childminder knows the children well and successfully builds on this to plan for their next stage of learning based on their interests. Accurate assessments focus on what skills children need to acquire to move them forward. The childminder supports early language development well. She introduces new words, and her good modelling of language supports children to build their vocabulary. n The childminder forms close, nurturing relationships with children, who respond positively to her. Children are happy, secure and confident in her care. Their physical and emotional well-being are a high priority. Close relationships are forged with parents, who receive regular updates on their children's progress. n The childminder reflects on her own practice. She undergoes regular training which provides her with up-to-date information that helps to keep children safe. She has a good understanding of local safeguarding procedures and how to respond to any

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This provision is good

concerns about a child. n Children have regular opportunities to play outside and visit local areas where they can explore and learn about nature. They can see different types of transport, such as planes and trains, and visit the local woods and pond, where they can see the ducks in their natural environment. n The childminder does not always do as much as she can to explore the wider issues of our diverse society to provide children with positive experiences of the variety of different people and families in our communities.

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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 consider further the opportunities children have to regularly explore the diverse range of different families in our communities.

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What the setting needs to do to improve further

n The inspector spoke with the childminder and interacted with children present on the day. She observed the quality of teaching during activities in the childminder's home. n The inspector viewed all areas of the premises. n The inspector took account of written information provided by parents in their evaluation questionnaires. n The inspector looked at a range of documentation, including a sample of policies, evidence of suitability check and children's learning journals and assessments.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is highly motivated and keeps up to date with new information that is important to keep children safe. She has recently completed training on newer initiatives in child protection to heighten her understanding of signs and symptoms of what may indicate that a child may be at risk of harm. The childminder understands her role and responsibilities and what to do if she has a concern about the welfare of a child in her care. The childminder uses parent questionnaires to obtain the views of parents and to inform her of what she might do to improve the quality of care. Parents make positive comments about the quality of the care. They say they are 'very happy with the service, child comes home very happy every day'. Another comment states that the childminder 'goes above and beyond to support the family'.

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Quality of teaching, learning and assessment is good

Teaching is consistently good. The childminder makes accurate assessments of the children and is clear about their next stage of learning. Children make good progress as the childminder is able to focus activities, tailored to meet their individual learning needs. The childminder's positive interactions provide children with a wealth of language. She introduces and repeats new words, which children build on to develop their emerging speech. For example, while using play dough, they make 'swirly' and 'crinkly' patterns as they push the cutter through the dough. Younger children make short sentences from familiar words. The childminder uses children's interests to engage them in new activities. For example, children who enjoy patterns use rollers, which, when pushed, leave a print. Younger children begin to develop their physical skills. They learn to use tools, such as scissors, under supervision. The childminder shows children the correct

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Quality of teaching, learning and assessment is good

hold, while allowing children to practise and learn for themselves.

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Personal development, behaviour and welfare are good

The childminder forms warm, nurturing bonds with the children and this supports children's physical and emotional well-being. They are secure and happy in the environment. They smile when the childminder talks to them. The childminder uses regular praise and children learn about right and wrong from an early age through simple rules. Behaviour is good. Children sit at mealtimes and learn about the importance of good hygiene, such as washing hands before meals. They develop their independence skills as they learn to feed themselves and put on their shoes. Children have access to a safe outside play area. They take daily walks to school and to places of interest in the local area, where they can discover wildlife in its natural environment.

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Outcomes for children are good

Children make good progress from their starting points. They begin to learn about early mathematics and younger children count as they play, with the support of the childminder, to three. Children are beginning to recognise primary colours through their play, and they mention 'red' and 'blue'. Activities link the colours to support children's understanding. Children learn to operate basic technological toys and smile in delight as these 'talk' back to them. They push the buttons to hear the songs on repeat play.

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Setting details

Unique reference number 250195 Local authority Solihull Inspection number 10072635 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 2 - 10 Total number of places 6 Number of children on roll 7 Date of previous inspection 28 April 2016

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Registers

The childminder registered in 1999 and is based in Solihull. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare 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

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

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

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