Childminder 201483

Inspection date 2 July 2019 Previous inspection date 11 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 The childminder spends time getting to know children and building a relationship so that they feel safe and secure in her care. She makes accurate assessments of children's achievements and identifies what they need to close gaps in their learning. The childminder uses her knowledge of how children learn and develop to help children make good progress. n The childminder has a calm and reassuring nature and provides a welcoming environment. She is very attentive and responds well to the different needs of children in her care. Children are happy, relaxed and content in the childminder's home and seek her support as needed. n Children are inquisitive individuals and are eager to learn. They choose from a wide selection of resources, make choices and lead their own play. The childminder plans activities that capture children's interest and continually builds on what they already know. n Children learn about their own safety. They make their own crossing with chalks on the

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This provision is good

pavement in the garden. Children remember it is important to look and listen for traffic when they are waiting to cross the road and tell the childminder when it is safe for her to cross. They play well together and take good care of the toys, resources and equipment. n The childminder evaluates her own practice and assesses her abilities and learning needs. She works closely with parents and keeps them informed about any changes to her provision as a result. n Children enjoy a variety of healthy snacks and access drinks throughout the day. The childminder works closely with parents to develop her knowledge of their child's individual dietary needs and preferences. She works in partnership with parents to ensure their children enjoy nutritious meals. The childminder talks to children about foods that are good for their bodies. n At times, the childminder completes tasks on behalf of the children instead of allowing

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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 for children to develop their independence even more during planned activities.

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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 spoke to the childminder and children at appropriate times during the inspection. n The inspector evaluated an activity with the childminder. n The inspector looked at documentation required for the efficient running of the childminder's provision. n The inspector took account of the written views of parents.

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Effectiveness of leadership and management is good

Children's safety is high priority. The childminder identifies and minimises risks and children are unable to leave her home unsupervised. The arrangements for safeguarding are effective. The childminder understands her role in protecting children from harm and neglect. She is fully aware of local referral procedures. The childminder works in partnership with parents. She shares her policies and procedures with parents that reflect her ethos of care. Systems for communication are good. The childminder gathers the views of parents and reflects on her own practice. She accesses professional development opportunities to continually develop her knowledge and skills in order to enhance her provision. For example, exploring ways to develop sensory experiences for children. Parents are very happy with the care provided and particularly like the very good communication that takes place.

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Quality of teaching, learning and assessment is good

The childminder promotes children's development effectively. Children enjoy a wide variety of interesting activities. The childminder encourages their awareness of the life cycle of insects and makes good use of resources to provide interest and variety during activities. For example, children make caterpillars using different materials, such as tissue paper and foam circles, add googly eyes and talk about the food they eat. The childminder observes children's abilities and plans effectively for their next steps in learning. Parents share their child's developing interests and their adventures at home, which helps her to plan effectively from the start. The childminder supports children's language and communication skills well. She uses lots of repetition and encourages the correct pronunciation of words. The childminder encourages children to talk about what they are doing during their play.

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Personal development, behaviour and welfare are good

The childminder meets children's care needs well. Children can rest as they need to, and the childminder recognises signs that they are becoming tired. They are very active, spend lots of time outdoors in the garden being physically active and enjoy trips and outings. Children learn about diversity and communities beyond their own. They explore different traditions and cultural events throughout the year. Children access books to support their learning further and regularly visit the library. The childminder supports children's confidence and self-esteem well. She praises children and recognises their efforts and achievements. Children learn about how foods grow and enjoy eating the strawberries grown in the childminder's garden.

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Outcomes for children are good

Children are eager to learn and make good progress in their development. They enjoy creative play while they explore textures. Children count during play and recognise different colours. They develop their social skills and mix with a wide group of children at groups they attend. Children enjoy role play and pretend to make food, such as toast and a cup of tea, for others. They learn the skills they need for future learning in readiness for the move to pre-school or school.

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Setting details

Unique reference number 201483 Local authority Warwickshire Inspection number 10071371 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 - 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 11 June 2015

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Registers

The childminder registered in 1989 and lives in Warwick. She operates all year round from 8.15am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an 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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