Gous, Beverley Bronte

Inspection date

Previous inspection date 11 February 2015 10 December 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Outstanding 1

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder's observations and assessments are highly developed and provide an accurate and very precise record of children's learning to date and what they need to learn next. She builds upon what children already know and can do so because she shares information about learning effectively with parents.  The childminder provides a wide range of activities and engages children's interest through animated teaching. This helps children to sustain their interest and motivation, preparing them well for starting school.  Children become confident and well prepared for starting school as they learn about the feelings of others and understand simple rules that keep them safe and happy, such as sharing and taking turns.  The childminder's comprehensive programme of professional development provides her with an insightful understanding of how children learn and develop. This means that over time, she is able to develop and sustain good quality care and learning for

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This provision is good

children.  The childminder establishes productive working relationships with parents and other settings where children attend, which enable her to effectively exchange information about children's learning to provide them with good continuity.

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It is not yet outstanding because:

 On occasion children's interest waivers during adult-led activities, such as story telling sessions, and they do not always find ways to lead their own independent learning during this time.  The range of available resources does not always provide older children with optimum challenge as they rapidly increase their interest and abilities in reading and writing.

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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

 increase resources to encourage children to problem solve and think critically to promote their independent learning when their interest waivers in adult-led activities  enhance the range and opportunities for children to see and create print and text within the environment to build upon older children's developing interest in reading and writing

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Inspection activities

 The inspector talked with children and the childminder throughout the inspection, at suitable times.  The inspector observed children's activities and discussed a planned activity with the childminder.  The inspector reviewed a range of documentation, including children's development profiles, evidence of the suitability of household members and evidence of qualifications and safeguarding procedures.  The inspector took into account written feedback left by parents and the childminder's self-evaluation document.

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who attend. This is good

The childminder provides activities for children that support their all-round development. For example, when teaching children about Chinese New Year, they make a stir fry dish to eat for their lunch. The childminder capitalises upon this opportunity to teach children about where foods come from, and counting and dividing as they cut vegetables into halves and quarters. She promotes their sensory learning through encouraging them to touch, smell and taste the foods they use. The childminder provides a good balance of adult-led and child-led activities. However, on occasion, children lose interest in the adult- led activities and are not always able to initiate their own play independently, without the childminder's guidance. This sometimes leaves them waiting for short periods of time without any meaningful engagement. The childminder fosters children's positive attitudes towards learning new things. This helps them to develop the essential skills they need to

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who attend. This is good

be successful learners when they start school. At times, there is not an abundant range of resources to extend upon older children's keenly emerging interest in reading and writing.

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outstanding

The childminder supports children's emotional and physical well-being exceptionally well. Her gentle nurturing builds children's confidence and sense of security. In turn, they become sociable, highly skilled and happy individuals who are keen to celebrate their achievements. Children play and learn together extremely well and their behaviour is exemplary. The children learn to become self-sufficient and care for themselves and their environment competently. They enjoy active, physical play and eat healthily as they learn about the components of a healthy lifestyle. The childminder has high expectations for what children can do. Children display their emotional stability, sense of wonder, and impeccable manners as a result of the superb way that she develops their individuality and self-esteem.

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provision is good

The childminder reviews all aspects of her provision through using self-evaluation. As part of an accredited network, she works with others to review the quality of her teaching and the care she provides. She shares her good practice with others and works cohesively with other professionals to ensure children make consistently good progress. The childminder uses precise information through her careful tracking to monitor and assess children's development, such as, the progress check for children between the age of two and three years. The childminder refreshes her knowledge of safeguarding through attending training. Information about how to pass on concerns about children's welfare is on display in the kitchen. Therefore, the childminder can be relied upon to take decisive action should she need to. The good use of training, secure understanding of requirements and motivation to continually improve means that children experience consistently good quality

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Setting details

Unique reference number EY393181 Local authority Bedford Borough Inspection number 859503 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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Name of provider

Date of previous inspection 10 December 2009

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Telephone number

The childminder was registered in 2009. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

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

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