Bingham, Joanne Louise

Inspection date 4 July 2019 Previous inspection date 23 September 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 very confident and enthusiastic learners. They thrive in the stimulating learning environment that the childminder creates. Children make their own choices about what they want to play with and can access their favourite toys independently. n The childminder knows children very well. She observes them carefully to find out how they investigate and learn in different ways. The childminder makes accurate assessments of what they can do to find out what children need to learn next. n The childminder provides a wide range of interesting learning opportunities that motivate children to get involved. She makes very good use of outings to help children to explore and experience the world around them. n Children enjoy learning through their play. In the main, the childminder makes good use of her interactions with children. She talks about what they are doing and makes suggestions about what they could do next.

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This provision is good

n Parents are very pleased with the good progress that their children make and value the strong communication that they have with the childminder. They work in partnership to support children's early speech development. The childminder shares information about what children enjoy doing and what they have learned. n The childminder makes particularly good use of professional development to improve her understanding of high-quality practice. She has successfully used training to strengthen how she supports all boys to become interested in reading and writing. n Occasionally the childminder does not give children enough time to think through problems for themselves.

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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 give children even more time to solve problems for themselves.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during the childminder's interactions with children and assessed the impact it had on their learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector took account of the views of parents through written feedback they had provided. She spoke to children during the inspection. n The inspector looked at a range of documentation, including evidence of the suitability of persons living in the home. She also discussed the childminder's safeguarding procedure. n The inspector viewed the areas of the house and garden that the childminder uses for childminding.

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Effectiveness of leadership and management is good

The childminder is ambitious and has high expectations of herself and what children can achieve. She continually evaluates her practice and discusses new ideas with other childminders. Since her last inspection she has refined how she plans for children's learning to make sure it builds on their interests. Safeguarding is effective. The childminder has a good understanding of how to recognise and respond to concerns about children's welfare. She has used training to keep her knowledge up to date about wider safeguarding issues. The childminder has very strong links with the local nursery and school. She helps children become familiar with their new teachers and classroom before they start. The childminder shares information about children's progress with teachers to help them quickly get to know them.

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Quality of teaching, learning and assessment is good

The childminder is qualified and very experienced. She has a strong understanding of how to support children's learning. The childminder skilfully creates a learning environment that allows children to choose their own play and challenges their development. Children who are fascinated with putting objects into containers have access to a wide range of bags and boxes. They delight in filling up carry cases and transporting them around. The childminder joins in with children's play to introduce new words and ideas. She counts out the bricks that children are using and talks about the height of the tower that they build. Children enjoy having their words repeated back to them and learn new words to describe what they are doing. They experiment with making different marks using water and chalks outside. The childminder shows them how to form circles so that they can draw the faces of their friends.

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Personal development, behaviour and welfare are good

Children form secure attachments with the childminder. Parents comment on how excited children are to come to the childminder's house. Children learn to accept how they are all different from each other. They attend different groups during the week and become familiar with cultures beyond their own community. The childminder helps children to develop good hygiene habits. They know that they must wash their hands before they eat to 'get rid of germs'. Younger children learn to respond to simple boundaries to keep themselves safe when they are playing outside. The childminder works with parents to meet the needs of individual children. She discusses with them the healthy options that children need in their lunch boxes. Children enjoy eating fruit at snack time and younger children can communicate when they would like a drink.

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Outcomes for children are good

Children make good progress in their development. Younger children quickly widen their vocabulary and start to put words together to form sentences. They refine their physical skills as they play outside. Children show control and skill as they climb steps and go down slides. They use smaller movements to carefully build towers of bricks and cut shapes in soft dough. Children are well prepared for starting at nursery or school. They are interested in numbers, shapes and the letters in their name. All children learn to take turns well and play alongside their friends.

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Setting details

Unique reference number EY342134 Local authority Rotherham Inspection number 10071862 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 1 - 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 September 2015

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Registers

The childminder registered in 2006. She operates all year, Monday to Friday, from 7.15am to 5.30pm, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and provides funded early education for three- and four-year-old children.

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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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