"very high quality care and educational experiences"

Ofsted Inspection June 2016

In June 2016 I recieved a 'no children on roll' inspection, as I was teaching in a nursery school and was not childminding at the time of the inspection. I recieved the grading of 'Needs Met'  

Summary of key findings

  • The childminder knows how to observe children's learning and plan activities to help them develop. She has an appropriate understanding of how to track children's learning to identify their learning needs.

  • The childminder understands her role in keeping children safe. She has a secure understanding of safeguarding issues and has appropriate policies in place.

  • The childminder recognises the importance of working in partnership with parents and other professionals to help support continuity in children's care and education.

  • The childminder has appropriate knowledge of how to meet children's individual needs. She knows how to ensure that every child feels included and valued.

  • The childminder knows how to promote children's creativity and involve them in making choices about their play. She understands how to use children's interest to help engage them in learning.

  • The childminder understands the importance of developing her practice. She knows how to evaluate her practice and how to include the views of parents.

Ofsted Inspection July 2011


Overall the quality of the provision is outstanding.


Overall, children in the Early Years Foundation Stage are exceptionally well-supported by this childminder. She offers very high quality care and educational experiences and children make swift progress in their development as a result. The childminder is highly qualified and experienced and is committed to continually increasing her knowledge and skills. She routinely self-evaluates her provision and actively seeks to develop her service. The capacity to continually improve is remarkably strong.


The effectiveness of leadership and management of the early years provision


The childminder gives safeguarding children the highest priority. She has completed safeguarding and child protection training and is booked to attend advanced safeguarding training later in the year. The childminder has a comprehensive, written child protection policy. She shares this with parents so that they are very clear about her role and responsibility. Children are never left unsupervised in the company of unvetted persons and are supervised effectively to ensure that they can play and explore in safety. Extensive risk assessments have been carried out for the home, garden and outings and are fully documented. The childminder and minded children attend activities and events at their local Children's Centre. A wide range of health and childcare professionals are on hand should the childminder or the parents of minded children have any questions or queries that require professional support. The childminder has not yet found herself in a position where she needs to work in partnership with other professionals. However, the contact that she makes on an informal basis by attending these sessions supports future partnership working. Currently no partnerships exist to provide contingency arrangements in case the childminder is ill or involved in an emergency. The two-way communication between parents and the childminder is very well-established and of good quality. This successfully promotes children's learning, development and welfare. Parents are kept very well-informed about their children's progress. Methods used include detailed verbal feedback at the end of each day and e-mails updating parents about their children's educational progress and providing suggestions to assist targeted learning at home. The childminder has an extremely positive relationship with the parents of minded children and consults with them frequently to ensure that she is meeting their children's unique and individual needs. The childminder seeks the views of parents and children as part of her self-evaluation and their comments are valued and acted upon to ensure that she continually provides a flexible high quality service. Equipment and resources are plentiful, of very good quality and are suitable to support the learning and development of the ages of children attending. The very wide range of toys and equipment is exceptionally well-organised. This ensures that all ages can see what is available, make choices and access resources safely and easily. Use of the attractive and stimulating toys, activities and games successfully and very effectively support children to make excellent progress in all six areas of learning. All children and families are welcomed by the childminder. She supports children with English as an additional language very well. She uses the internet to access children's songs and nursery rhymes in their home language. This celebrates the minded child's dual language skills and introduces the other children to different languages. The range of toys and equipment available to children includes a wide range of those which promote positive images of diversity. The childminder celebrates the unique nature of each child and family. She monitors all children's development closely to ensure that she can promptly identify any gaps in their developing skills and provides a tailor-made experience for each child so that they can reach their full potential. The childminder has a very strong commitment to her personal and professional development. She is highly qualified and continually updates her knowledge by attending training and courses to further her knowledge. She constantly reflects on her childcare provision and practice to identify ways of improving these. Despite the short time that she has been registered she demonstrates an excellent track record of continually building on, and improving systems and practice, which are already strong.


The quality and standards of the early years provision and outcomes for children


Children very much enjoy the time that they spend with this childminder. They settle quickly, smile and laugh often and are engaged in busy purposeful play throughout the time spent with her. Children make significant gains in their learning because the childminder and parents work together to provide interesting and challenging activities jointly focusing on each child's next steps. Children enjoy learning and are eager to participate in what is offered. All children show through their actions that they feel secure. Older children help themselves to activities, go in and out of the garden and confidently ask for food or a drink. Babies put their arms out for a cuddle, snuggle up to the childminder and fall asleep easily. All ages approach the childminder without hesitation. Every child being cared for is developing an excellent understanding of healthy eating due to the age-appropriate comments made by the childminder. They all enjoy fresh air and exercise and are developing routines which support their good health. Toddlers understand hygiene routines and know that hand washing takes place before eating food. Children's relationships are positive and interaction between even the youngest children is co-operative and caring. For example, toddlers take time to stop and talk to a baby, making them smile and laugh. They know not to put toys that are 'too old' for babies within their reach. All children respond very well to the high levels of praise; they behave exceptionally well and are eager to please. Some negotiation is observed to take place between toddlers, at a level which exceeds expectation for the ages of the children involved. The skills that children are developing are those which will very much support their future learning. Communication skills are developing rapidly as are confidence, independence and self- esteem. Children are inquisitive learners who are keen to explore, investigate, experiment and try new things. They are active in their learning and are nurtured to reach their full potential.



© 2014 by Joanne Walker @ Jo's Childminding

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