Bridge, Nicola Anne

Inspection date

Previous inspection date 18 February 2015 6 October 2008

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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 Good 2

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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

 Teaching is good because the childminder understands how to promote children's development during play. This effectively supports their good progress towards the early learning goals.  Children develop strong bonds with the childminder and form close friendships with the other children. This effectively promotes their confidence and self-motivation.  The childminder attends training on a regular basis to enhance her knowledge which, in turn, has improved the quality of teaching she provides.  The childminder has a good understanding of safeguarding children. This is because she regularly attends additional training and knows what to do in the event of a child protection concern. As a result, children's welfare is protected well.  The childminder supports children to learn about how to keep themselves and others safe. For example, older children know that the younger children like to put small things into their mouths, which they should not do because they might choke.

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This provision is good

 The childminder encourages children to explore their own ideas and imaginations. For example, children use construction bricks to make three-dimensional models, using colour to make patterns with the bricks. They excitedly tell the childminder that their creations are called 'tower house' and 'work digger'.

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It is not yet outstanding because:

 The initial information about children's learning that the childminder obtains from parents does not fully support her identification of their precise learning needs.  The childminder does not organise all resources as well as possible. This means that children are not always able to choose independently and fully extend their play.

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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

 extend the initial information obtained from parents to include further detail of children's development, to plan even more precisely for their individual needs from an early stage  review the organisation of resources so that these are even more accessible, in order to support children in making further choices about their play and learning.

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Inspection activities

 The inspector observed children's play and the snack and lunch time routines. She talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at evidence of the suitability of the childminder and all adults over the age of 16 years living in the home. The inspector viewed a range of other documentation, including first-aid and safeguarding training certificates.  The inspector held joint discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector reviewed the childminder's self-evaluation prior to inspection. She also spoke to parents and viewed written feedback from them.

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who attend. This is good

The childminder has a good understanding of the Early Years Foundation Stage, which she consistently implements. For example, she regularly undertakes clear observations of children at play. She uses this information to accurately assess their development level and plan to meet their individual learning needs. This helps to ensure that children are prepared well for school or the next stage in their learning. The childminder uses effective teaching methods to promote children's developing communication and language skills. She ensures that she is at their level and speaks clearly. The childminder also repeats words that young children pronounce incorrectly, to further support their understanding. The childminder knows when to stand back and allow young children to try things for themselves, but provides support at appropriate moments. This effectively promotes their independence and physical development. As a result, they successfully climb down a small

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who attend. This is good

step for the first time on their own. Thrilled by the positive attention this achievement brings, they clap their hands in delight.

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good

Children's behaviour is good. The childminder makes sure that they receive consistent messages, placing emphasis on positive reinforcement, which the children clearly enjoy. They show pride when complimented or praised by the childminder for joining in games or sharing resources. The childminder provides a good range of well-balanced, home-cooked meals, which meet the children's individual nutritional needs and enables them to thrive. Children's physical development is assured because they have plenty of opportunities to use large equipment outdoors and when visiting local toddler groups. Care practices are good, which has a positive impact on children's physical and emotional well-being. The childminder provides a wide variety of interesting, age-appropriate resources. However, these are not always organised in a way that fully maximises children's opportunity to access them. This has a negative impact on children's ability to revisit their learning or

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good

fully enrich their opportunity to make choices about their play.

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provision is good

The childminder does not always collect a wide enough range of information about children's starting points to maximise their early progress with her. Partnerships with other settings providing care and education are good. This helps to effectively support continuity of care and makes sure that the childminder can build on what each child knows and can do. The childminder reviews the quality of her service, including children's progress, on a regular basis. Parents and children are encouraged to contribute ideas as part of the evaluation process. For example, children take part in planning, which ensures that their interests are well catered for. The childminder utilises any information she gathers to set realistic targets and consistently drive improvement. Parents report that they would 'highly recommend' the childminder to other parents. They also state that they are 'very happy' with communication methods and the progress their child has made.

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Setting details

Unique reference number EY367601 Local authority Essex Inspection number 857848 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 6 October 2008

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Telephone number

The childminder was registered in 2008 and lives in Hoddesdon. She operates all year round from 7am to 6pm, Monday to Thursdays, except for bank holidays and family holidays.

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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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