Childminder in Warwickshire

Inspection date 5 June 2019 Previous inspection date 10 March 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 Children are comfortable and happy in the childminder's home. They confidently interact with the childminder and one another. n The childminder knows the children very well. She has a rigorous system in place for observing, assessing and monitoring children's progress. This supports all children to make good progress. n Children make independent choices about their play and learning from a range of accessible resources indoors and outdoors. They are encouraged to develop their self- help skills, such as washing their hands and putting on their coats independently. n The childminder provides children with a broad range of experiences. She takes them on regular visits out, such as to her allotment, the library, soft-play centres and age- appropriate groups. Learning is further supported by visits which specifically support current learning. For example, children recently visited the butterfly farm to support

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This provision is good

their understanding of growth and life cycles. n Early language development is supported well. The childminder responds to children's comments and vocalisations and repeats back the words they say, modelling correct pronunciation. This encourages children to use their communication skills. n The childminder is very aware of her responsibility to ensure children are kept safe. She thoroughly risk assesses the environment and activities that she offers to children. n Parents are very happy with the care provided for their children. They feel very well communicated with regarding their children's care and learning and describe the provision as a 'home from home'. n Provision for child-led play does not always fully support children to be challenged in their learning, and help them to become involved in play and learning for sustained periods of time.

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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 enhance opportunities within child-led play for children to be more consistently challenged in their learning, and to become involved in play and learning for sustained periods of time.

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What the setting needs to do to improve further

n The inspector observed teaching indoors and outdoors, and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of a planned activity with the childminder. n The inspector looked at relevant records and documents, including evidence of the suitability of all adults living and working on the premises. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of parents' views.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder understands her responsibility to keep children safe. She has a good awareness of the signs of abuse and neglect and knows the procedures to follow if she is concerned about a child. The childminder ensures she remains up to date with early years practice through regular meetings with other childminders and membership of online childminding groups. This also supports her to broaden children's experiences and further develop the provision. The childminder uses a range of communication methods to ensure parents are kept very well informed about their children's learning and progress. The childminder establishes relationships with other settings attended by children in her care. A daily diary supports continuity of learning between the childminder, home, and other settings children attend.

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Quality of teaching, learning and assessment is good

The childminder observes and records children's progress and this information is used well to plan for the next steps in their learning. Any gaps in learning are identified early and monitored closely to ensure children are well supported to make good progress. Children's individual learning needs are incorporated into the planning of activities. For example, when children make fruit kebabs using the fruits from a familiar story, next steps related to number and story recall are supported. The childminder supports children to learn about the natural world through real experiences, for example, they observe caterpillars change into butterflies and beans grow into beanstalks. Children's knowledge of growth and life cycles is further enhanced as they look at non-fiction books. The childminder encourages children to tell her how they would like to spend their time and she responds to their requests. For example, children ask to use play

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Quality of teaching, learning and assessment is good

dough, play with a digger in the sand, and dance to the caterpillar song.

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Personal development, behaviour and welfare are good

The childminder works closely with parents to plan individual settling-in periods for the children. She establishes warm and respectful relationships with them, helping them to feel secure and confident. Behaviour is good. The childminder has high expectations of children's behaviour. She teaches young children to take turns and listen to one another. The childminder makes use of routine times of the day to provide more learning opportunities. For example, while changing nappies she sings with the children. At lunchtime they count orange segments together, comparing the total with how many they found yesterday. Children have opportunities to develop their physical skills every day, such as by dancing, playing with balls and spending time outside. Children are well supported to learn about the similarities and differences between themselves and others.

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Outcomes for children are good

Children are well prepared for the move on to pre-school or school. They enjoy looking at books and stories and are eager to take part in adult-led activities. Children begin to learn to recognise their names as they find their own labelled hand towels. They enjoy demonstrating their counting skills in a variety of activities. Children's handling skills develop well as they manipulate play dough with tools and peel their own oranges.

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Setting details

Unique reference number EY479981 Local authority Warwickshire Inspection number 10076195 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 - 15 Total number of places 6 Number of children on roll 9 Date of previous inspection 10 March 2016

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Registers

The childminder registered in 2014 and lives in Rugby. She operates term time only from 7.30am to 6pm, Monday to Thursday. The childminder holds qualified teacher status. She offers funded early education for two-, three- and four-year-old children. The childminder also supports children with special educational needs and/or disabilities.

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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

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

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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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