Childminder in Warwickshire

Inspection date 27 June 2019 Previous inspection date 12 June 2015

p.1

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

p.1

This provision is good

n The childminder provides an inviting environment for children to play and learn. She offers a wide range of activities, resources and equipment both indoors and outdoors. Children confidently choose what they want to do. The childminder observes and assesses children and challenges them effectively so that they make good progress. n The childminder displays a very calm and caring nature. She provides a warm and welcoming environment and makes children feel very welcome. The childminder demonstrates a clear enjoyment of her time with the children and they develop very close attachments to her. This helps build children's confidence and self-esteem. n Children develop good communication and language skills. The childminder models vocabulary well and asks children open-ended purposeful questions which encourage them to think, solve problems and respond. n The childminder has established strong relationships with parents. They are well

p.1

This provision is good

informed about their children's progress and activities. Written comments from parents are extremely positive and demonstrate that they value the childminder's exceptional commitment to their children. They say they are 'thoroughly happy' and express how 'delighted' they are with the encouragement the childminder gives and the accomplishments of their children. n The childminder reflects on her service by gathering children's and parents' views. However, she does not sharply focus her self-evaluation to identify clear plans to strengthen and extend her professional development, to raise her practice to the highest level. n The childminder has developed good partnerships with local childminders. However, links with other settings that children move on to and attend are not fully effective in supporting transitions and enhancing continuity of care and learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n strengthen and boost already good knowledge and skills even further by identifying precise plans to support ongoing professional development and drive quality to the highest level n build on partnership working with other providers to enhance children's transitions as they move between settings, to promote continuity in children's care and learning to the highest level.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback and a telephone call. n The inspector held a number of discussions with the childminder. She looked at relevant documentation which included the childminder's policies and procedures and evidence of the suitability of persons living in the household.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder attends regular training and keeps up to date with the procedure to follow if she had concerns about children in her care. She has a good understanding of the possible signs and symptoms of abuse and neglect. This helps her to keep children safe. The childminder undertakes meticulous risk assessments within her home, garden and for outings. All adults in the household and those that may visit regularly are vetted. This helps to promote children's welfare. The childminder regularly updates parents on their children's achievements and next steps for learning. For example, she shares children's progress using a variety of methods, such as verbal, written and electronic feedback. Parents can contribute to their children's assessments and records by adding their own comments.

p.3

Quality of teaching, learning and assessment is good

Children's creative development is nurtured through a good, well-balanced mixture of child-initiated play and adult-led activities. They enjoy exploring textures of coloured rice as they scoop and pour using tools and dig with their hands to find hidden objects. The childminder ensures children are challenged and develop new skills as they explore and play. She extends children's mathematical development at every opportunity. For example, wooden discs printed with numbers and dots are hidden in the rice. Children are encouraged to count and match these to corresponding laminated cards. Children's language development is supported well. The childminder engages children in activities, asking them questions to promote conversation and recall facts, such as references to caterpillars they have been caring for.

p.3

Personal development, behaviour and welfare are good

Children develop strong, secure emotional attachments with the childminder. This builds children's confidence and good levels of emotional well-being. The childminder is a good role model. She is calm, caring and encourages good manners and praises children for their achievements. This encourages children to show respect for each other and behave well as they learn to take turns and share. Children go on regular trips to playgroups and enjoy their time outdoors in the garden. They develop writing skills as they draw with chalk on a blackboard outside and use letters in the sand. Children enjoy splashing in water as they watch boats slide down a ramp. The childminder makes sure that children learn about good hygiene routines and healthy lifestyles. Children clean their hands after messy play and before eating. They enjoy healthy snacks of rice cakes and banana.

p.3

Outcomes for children are good

Children make good progress in their learning. Some children exceed typical progress in social and emotional development, as well as communication and language. Children enjoy learning about the world around them. They have been caring for caterpillars, learning about their life cycle. The caterpillars are now 'sleeping, in their cocoons'. The children are waiting for them to turn into butterflies. The childminder reads a book about a hungry caterpillar and children talk about fruit and vegetables which are good for them and the different colours. Children develop skills which prepare them well for the next stage in their learning.

p.3

Setting details

Unique reference number EY422347 Local authority Warwickshire Inspection number 10071396 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 12 June 2015

p.4

Registers

The childminder registered in 2011 and is located in Studley, Warwickshire. She operates all year round, on Monday to Thursday from 7.30am to 5.15pm, and before and after school on a Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5