Childminder EY540793

Inspection date 13 June 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's setting is well organised. She implements a range of documentation successfully. This helps her promote children's learning, safety and welfare at a good level. n The childminder gets to know children well. She is warm, friendly and positive. She is particularly sensitive to children's care needs and ensures these are consistently met. Children are settled, happy and content attending the setting. n The childminder has an overview of the progress children are making. She is particularly well trained in how to support children with special educational needs and/or disabilities. Therefore, these children benefit from targeted help and support. All children make good progress in their learning. n The childminder is a good role model. She talks to children about the behaviour expectations in the setting and reminds them of these, including being kind and careful. Children interact nicely with adults and each other. They cooperate with the

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This provision is good

setting routines and respect the boundaries that are set. n Partnerships with parents and other providers are good. Two-way information is shared. This helps to foster continuity in children's care and learning between the setting, home and other settings children attend. n Self-evaluation is good. The childminder is very reflective. She knows her key strengths and has plans in place to continually develop her practice. This helps her to achieve good standards. n The childminder is a good teacher. However, she occasionally takes more of a supervisory role in play, and she does not always extend activities to the highest level. There is scope for the childminder to focus her professional development more sharply on increasing her teaching skills. n The childminder plans activities with an awareness of children's interests and to promote different skills. However, she does not always link activities as closely as

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This provision is good

possible to all children's next steps in learning. This specifically refers to the most able children.

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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 professional development and focus more sharply on increasing teaching skills n extend activities and link them as closely as possible to all children's next steps in learning to help provide the highest levels of challenge, specifically for those most able.

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What the setting needs to do to improve further

n The inspector observed teaching practice and conducted a joint observation of a planned outdoor play activity with the childminder. n The inspector viewed the areas used for childminding and held discussions with the childminder. n The inspector looked at the documents available, including children's learning records, policies and procedures. n The inspector checked evidence of the suitability and qualifications of the childminder and the co-childminders that she works alongside.

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Effectiveness of leadership and management is good

Safeguarding is effective. The premises are safe and secure. The childminder conducts daily visual checks of the areas in use to help reduce any hazards. The childminder has good knowledge of child protection issues. She can identify signs and symptoms of child abuse, neglect and radicalisation. She knows how to react, and respond, to different concerns. The childminder is well qualified. She conducts research and interacts with her co-childminders to discuss practice and share ideas. She keeps some of her skills up to date, including safeguarding, food hygiene and first aid. This has a really positive impact on the quality of care provided.

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Quality of teaching, learning and assessment is good

The childminder observes children and makes accurate assessments of their abilities. The environment is well resourced. The curriculum is broad and children have a lot of fun attending. The childminder promotes a balance of child-led and adult-led play. For example, children delight in choosing physical play outside. They like using low-level climbing equipment, playing games of football, riding in cars or on bikes and splashing in puddles. This helps build on their skills in moving in different ways. Children also enjoy water play that the childminder provides. They explore pretend sea animals, fill and empty different containers and investigate how a waterwheel works. This helps to extend their sensory skills and knowledge of the world.

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Personal development, behaviour and welfare are good

The childminder promotes children's physical well-being. The childminder provides children with healthy snacks and requests parents provide balanced meals. She talks to children about the benefits of eating well. The childminder promotes good hygiene and helps children to learn about the benefits of being healthy. She ensures that she keeps children clean and dry. She also fosters handwashing before snacks and meals. The childminder encourages exercise and children enjoy the fresh air as they spend time outside. The childminder helps children learn about people, the community and the wider world. She finds out about children's home lives, including cultures. She encourages children to explore their differences as they celebrate different holidays and special events. This helps to foster acceptance and tolerance in the setting.

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Outcomes for children are good

Children are motivated to play, explore and learn. Children are confident and independent. They make choices about what they want to do, and they learn and manage their own self-care needs with minimal support. Children develop communication, language and literacy skills. They learn to sit, listen and maintain attention at appropriate times, such as during carpet sessions. They also learn to confidently express their wants or needs and discuss their ideas with adults and their peers. Children enjoy reading books with the childminder and each other during play. They also like singing familiar rhymes and songs in small groups. Children gain mathematical skills. They learn to count beyond five and can sort and categorise objects by colour and size. Children develop all the key skills they need in readiness to move on to nursery or school.

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Setting details

Unique reference number EY540793 Local authority Herefordshire Inspection number 10090111 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 0 - 3 Total number of places 6 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 Herefordshire. She operates all year around, Monday and Thursday, 8am until 5pm. The childminder holds a relevant 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

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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