Childminder EY544136

Inspection date 21 August 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 prides herself on creating a home-from-home environment. The premises are clean and well organised. Resources are set out to enable children to choose what they want to play with. Children access child-size comfortable chairs, and dens where they can spend quiet time, should they wish to do so. n Partnerships with parents are good. The childminder shares information with them about activities children have taken part in and their next steps in learning. She is quick to share information with parents regarding any concerns that she may have and encourages them to seek additional help and support when required. n Children develop an active imagination and the childminder fosters this through their play. Children pretend they have special powers and say that if you drink special water and spin round it makes you magic. They pretend to make dog food from mud in the role-play kitchen. n Children develop close bonds with the childminder. She is keenly aware of their

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This provision is good

individual personalities and she successfully adapts the daily routines to ensure that children's needs are met. n Children learn to behave appropriately and to respect others and value differences. They are polite and use good manners. They share nicely and have fun with their friends. The childminder has very high expectations for behaviour, which she role models to the children. The childminder provides children with lots of praise. This raises their confidence and gives them a feeling of self-worth. n Children become engrossed as they build with small construction bricks. They build a boat and a car and proudly show them to the childminder. The childminder talks to children to further enhance their communication and listening skills. n On occasions, the childminder is too quick to intervene instead of allowing children the time to make decisions for themselves. She often provides children with answers

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This provision is good

instead of encouraging them to think and respond themselves. n The childminder does not consistently seek professional development opportunities that help raise the quality of her teaching and practice to a higher level.

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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 provide children with time to think, respond and make decisions for themselves n seek professional development opportunities that help raise the quality of teaching and practice to a higher level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at appropriate times during the inspection and carried out a joint evaluation of the teaching and learning with the childminder. n The inspector viewed the areas of the childminder's home used by children. n The inspector looked at relevant documentation, such as policies and children's records. n The inspector took account of parents' views through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows the signs and symptoms of abuse and neglect. She understands the procedures to follow and who to contact if she has any concerns about a child in her care. The childminder provides children with a safe and secure environment in which to play and learn. She is very safety conscious and pre- empts risks before they happen. This ensures children's safety at all times. The childminder works in partnership with other settings children also attend. She has a 'shared setting' folder to create a two-way flow of information between herself and other early years practitioners. This promotes continuity in children's care and learning. The childminder reflects on her practice to help her raise the quality of her provision.

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Quality of teaching, learning and assessment is good

The childminder knows the children in her care well. She recognises when they are making progress and if there are any gaps in their learning. She observes children as they play and uses what she sees to plan activities to support their next steps in learning. The childminder plans activities to meet children's interests. Children thoroughly enjoy playing with play dough. They skilfully manipulate the dough as they roll it with their hands and use utensils and cutters to make shapes. They press the play dough into little plastic cases to make cupcakes and roll the dough into balls to make the sprinkles. They pretend to make pizza and excitedly tell the childminder and visitors that it has got tomato and meat on it. Younger children explore a musical activity centre. The childminder demonstrates how to push the buttons to make sounds and music and encourages children to copy her actions.

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Personal development, behaviour and welfare are good

Children's health is promoted well because the childminder follows robust hygiene practices at all times. For example, she wipes surfaces before children eat, washes her hands before preparing food and follows good procedures when changing nappies. Children have many opportunities to experience fresh air and exercise. Children visit the local countryside park and nature playground to make dens. They enjoy trips to the park where they play on large equipment to develop their physical skills. The childminder teaches children to take controlled risks, such as holding onto the bars when using climbing equipment. This helps children to become aware of how to keep themselves safe. Children enjoy healthy, home-cooked meals which meet their individual preferences and dietary requirements.

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Outcomes for children are good

Children make good progress from their starting points. They learn the skills that they need to help them when they move on to the next stage of their learning, including school. Children make recognisable marks and can recognise colours and shapes. They are eager to take part in activities and can concentrate for a sustained period of time. They are becoming independent. They are learning to take care of their own personal needs and to put on their own shoes and coats.

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Setting details

Unique reference number EY544136 Local authority Worcestershire Inspection number 10092007 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 - 12 Total number of places 6 Number of children on roll 13 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Worcester. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, 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

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

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