Childminder EY546647

Inspection date 16 May 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 has established strong partnerships with parents. She keeps parents accurately informed regarding their child's achievements and involves them in their learning. She seeks regular information about children's learning and interests at home. This supports continuity in children's care and development. n Children are happy and settled. They establish strong attachments with the childminder and her assistant and happily seek their company in their play. The childminder knows the children and their families well and supports children's emotional well-being effectively. n The childminder and her assistant are good role models for behaviour. The childminder sets high expectations and teaches children to be kind and to respect one another's feelings. She offers frequent praise, which helps to boost children's confidence and self- esteem. Children behave well and play happily with each other.

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This provision is good

n The childminder accurately assesses and tracks children's progress. She identifies children's next steps in learning and plans effectively to help close any gaps in their development. All children make good progress from their starting points. n The childminder evaluates her provision effectively. This helps her to identify and make ongoing improvements to raise outcomes for children. For example, since her registration, she has broadened the range of toys and resources in her garden. This increases the learning opportunities for children who prefer to play outdoors. n At times, the childminder over directs children's play. She does not recognise when children would prefer to play independently and she interrupts their play. This means children do not become deeply involved in their chosen activities and do not fully explore their own ideas. n The childminder does not monitor her assistant's practice sharply enough to help them

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This provision is good

to develop their skills and teaching to an outstanding 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 strengthen the opportunities for children to enjoy uninterrupted play and become more deeply involved in their chosen activities and to explore their own ideas n monitor the assistant's performance more sharply to develop their skills and teaching to the highest level.

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What the setting needs to do to improve further

n The inspector looked at the areas of the premises that are used for childminding, including the outdoor area. She spoke to the children and the childminder's assistant and held discussions with the childminder at appropriate times. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She observed the children and how the childminder and her assistant interacted with them. n The inspector observed an activity led by the assistant and assessed how the childminder evaluates the quality of teaching. She looked at children's learning records and discussed their development and the progress they make. n The inspector took account of the views of parents from written feedback they had provided. n The inspector sampled a range of documentation, including safeguarding policies and procedures and evidence of suitability checks. She also looked at documentation linked

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What the setting needs to do to improve further

to the childminder's and assistant's professional development.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of child protection legislation. She understands her responsibilities to keep children safe and the procedures to follow should she have concerns about children's welfare. The childminder and her assistant work well as a team and know the children well. The childminder communicates changes about children's lives with her assistant and they discuss the children's progress regularly. The childminder keeps her early years knowledge up to date. For example, she completes online training, reads childcare articles and meets up with other professionals and childminders to discuss current childcare issues. The childminder shares relevant information with other settings the children attend to establish a consistent approach to children's learning.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and uses her knowledge of child development to help promote children's learning. She plays alongside children and gives them guidance where necessary. The childminder places a good focus on supporting children's communication and language skills. She introduces new words into their conversations to build on their vocabulary. For instance, she helps children remember the word 'cocoon' when they are talking about the caterpillar turning into a butterfly. She asks questions to encourage children to think and to help extend their knowledge. Activities help children to develop their small-muscle skills. This is evident when the children make butterfly masks. They concentrate and use crayons and spread glitter well to create different patterns. The childminder and her assistant extend this activity and encourage the children to use scissors to cut out their butterflies.

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Personal development, behaviour and welfare are good

The childminder supports children's physical needs effectively. She provides a friendly and welcoming environment. Children demonstrate that they are confident and feel safe in the childminder's home. They move around the rooms and outside at ease. The children are learning how to keep healthy. The childminder uses a popular story about a caterpillar who eats too much to help the children learn about eating healthy foods. Children benefit from fresh air and exercise each day. The childminder teaches children to manage age-appropriate tasks for themselves. This is evident when the children wash their hands before snack time and cut up strawberries, using plastic knives safely. The childminder provides opportunities for children to learn about people and communities beyond their immediate families. For example, children attend groups and mix with other children. This helps them to socialise in readiness for their move to school.

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Outcomes for children are good

All children, including funded children, are progressing in their typical expected age range. They are acquiring good skills to help in their future learning and move to school. They concentrate and listen to stories well. Children have positive attitudes to their learning and are well motivated. They are beginning to learn how to write recognisable letters and their name to help develop their literacy skills. Children use numbers and mathematical language such as 'bigger', 'the same' and 'more' as they play.

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Setting details

Unique reference number EY546647 Local authority Derbyshire Inspection number 10104329 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 - 7 Total number of places 12 Number of children on roll 10 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Ilkeston, Derbyshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with an assistant daily. The childminder is in receipt of funding to provide free early 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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