Childminder 201070

Inspection date 18 June 2019 Previous inspection date 19 June 2015

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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 happy and confident in the childminder's home. They eagerly move around the learning environment and interact with the childminder well. n Children make independent choices about their play and learning from a good selection of easily accessible resources. n The childminder knows the children very well. She observes and records children's achievements. She adapts the routine and plans activities to meet their learning and care needs. All children make good progress. n The childminder provides children with a broad range of experiences. For example, she takes them on regular visits out, such as to the castle, farm and library. n The childminder supports early language development very well. She consistently responds to children's comments, vocalisations and gestures. She also uses signing and single words to help those learning to speak. n The childminder is aware of her responsibility to keep children safe. She thoroughly risk

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This provision is good

assesses the environment, both at home and on her regular visits out. n Parents are very pleased with the care provided for their children. They like the range of resources made available for them and feel very well communicated with regarding their children's learning. n The childminder understands how to support children with special educational needs and/or disabilities. She works on targets identified by other agencies, such as speech and language, where appropriate. This helps to ensure these children continually progress well in their learning. n The childminder does not make the best use of self-evaluation to fully support her to identify key areas for improvement. There is scope to build on self-evaluation to help develop practice further and elevate outcomes for children to the highest level. n The childminder does not make the most of opportunities to broaden children's knowledge about diversity as far as possible. This particularly refers to children's

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This provision is good

understanding of differences between people, their beliefs and traditions.

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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 build on self-evaluation and clearly identify key areas for improvement to help further develop practice and elevate outcomes for children to outstanding n provide more opportunities for children to develop a greater understanding of diversity, particularly in relation to differences between people, their beliefs and traditions.

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What the setting needs to do to improve further

n The inspector observed teaching indoors 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

Safeguarding is effective. The childminder is aware of the signs and symptoms of child abuse and neglect and knows the procedures to follow if she is concerned about a child. The childminder maintains her early years knowledge through regular meetings with other childminders and her membership of a professional association. She also continually develops her knowledge of how to support children's specific learning needs by attending relevant training. The childminder works closely both with children's parents and with other agencies involved in their care. She uses a range of methods, such as a communication book and text messages, to keep parents well informed about their children's progress. This helps to ensure children's needs are continually well met.

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Quality of teaching, learning and assessment is good

The childminder monitors her teaching and children's progress well. She uses this information to support children to progress towards the next steps in their learning. She responds to children's interests and supports their self-chosen play well. Children frequently choose to engage in imaginative play. The childminder responds to and interprets both verbal and signed communication, such as when children indicate that play people are sleeping or have fallen. Children role play with dolls, using them to sing songs or games that they themselves play with the childminder. The childminder introduces mathematical concepts during the daily routine and as children play. She talks to children about size, such as 'big' and 'small'. She also encourages counting. Children attempt to copy counting up to three they push toys down the car ramp.

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Personal development, behaviour and welfare are good

The childminder works closely with parents to plan individual settling-in periods, which meet both the children's and parents' needs. She establishes warm and respectful relationships with children. This helps them to feel secure and comfortable in her care. The childminder manages children's behaviour sensitively. She adapts her behaviour management strategies to meet children's individual needs. Children respond well to the childminder. They begin to understand the importance of taking turns and listening to others. The childminder provides a healthy snack and talks to children about the fruits they like. This helps to promote their understanding of living healthily. The childminder makes use of the routine during the day to support the development of self-help skills. For example, children help to get the plates out at snack time and they put the toys away at tidy-up time.

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Outcomes for children are good

Children are prepared well for the move on to pre-school or school. Children engage in physical activities daily, for example they have opportunities to run, climb and learn the actions to songs. They also develop their fine-motor handling skills well as they explore play dough and experiment with a variety of writing tools. Children enjoy numerous opportunities to sing and join in with the actions of familiar songs. They enjoy looking at books and listening to stories. They learn to handle books appropriately and begin to identify favourites. Children enjoy regular opportunities to interact with other children. This supports the development of their self-confidence and social skills.

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Setting details

Unique reference number 201070 Local authority Warwickshire Inspection number 10106190 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 - 8 Total number of places 6 Number of children on roll 3 Date of previous inspection 19 June 2015

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Registers

The childminder registered in 1989 and lives in Warwick. She operates all year round from 8am until 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds a recognised 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

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Registers

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Registers

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Registers

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