Childminder in Gloucestershire

Inspection date

Previous inspection date 18 March 2015 12 January 2009

p.1

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

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder stimulates children's learning effectively and meets children's individual care needs so that they are happy, settled and feel secure.  Children develop good concentration, persist at activities and gain a sense of achievement because the childminder gives them time to use the available resources and practise what they have learnt.  The childminder plans practical experiences and encourages children to develop a good understanding of the importance of health and hygiene. She teaches children about healthy foods, such as fruits, and the reasons for washing to remove germs.  The childminder's calm approach and her clear explanations help children to behave well, and to care for each other and the toys they play with.  The childminder has a strong commitment to safeguarding children. She has a clear understanding of the procedures in the event of a child protection concern.  The childminder builds strong relationships with parents and staff at other settings. She

p.1

This provision is good

regularly exchanges information so that she understands children's individual needs well. This approach benefits children's ongoing care, learning and development.

p.1

It is not yet outstanding because:

 The childminder does not consistently challenge children to think for themselves, which reduces opportunities to promote children's problem-solving skills.  Methods for gaining information from parents about children's starting abilities are not thorough, to assist the childminder in planning for their individual learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 enhance opportunities to promote children's thinking skills by developing strategies to encourage them to solve problems  strengthen existing information obtained from parents when children first start, to assess what they can already do and help to identify their starting abilities and stage of development.

p.2

Inspection activities

 The inspector viewed the areas where childminding takes place, including the toys, equipment and resources children use, and observed the childminder engage in a range of indoor and outdoor learning activities with children.  The inspector had discussions with the childminder, including hygiene practices, evaluation systems, working in partnership, assessment and planning methods, and a specific activity she supported.  The inspector took account of information from a parent spoken with on the day.  The inspector sampled a range of documentation, including the childminder's self- evaluation, the attendance record, children's records, training records, safeguarding policies and procedures.

p.2

who attend. This is good

Children achieve well because the educational programme is good. The childminder is skilled at identifying and supporting children's learning through using their interests. She shares their progress, and what they need to learn next, with parents. However, the childminder does not ask parents about children's starting abilities in each area to support her initial planning for their learning and to get children off to a rapid start. The childminder extends children's learning well as they play. She encourages them to make patterns, count and recognise high numbers, when threading pasta and beads. The childminder supports in-depth conversations effectively so children make good progress in their communication and literacy skills. The childminder asks many helpful questions and aids children to recall exciting times, such as finding a horseshoe at the races. However, she does not always encourage children to suggest solutions to solve problems. Children

p.3

who attend. This is good

are enthusiastic learners, including in their imaginative play. They concentrate and persevere for long periods. They are well prepared for the next stage in learning.

p.3

good

Children make secure attachments with the childminder, who has a warm and caring nature. This has a positive impact on their emotional well-being. Children enjoy coming to the safe and welcoming home, and they separate happily from their parents. They receive good support to play with other children, including on regular visits to a children's group. There are well-chosen resources that support a wide range of interesting and exciting activities. Toys and equipment are easily accessible to children and they have good scope to initiate their play both indoors and outdoors. The childminder gets children to risk assess situations, asking them what they need to do to move around safely indoors, for example. Children are developing a good understanding of how to manage appropriate risks and challenges.

p.3

provision is good

The childminder fulfils her teaching responsibilities well. She checks children's progress to meet their needs effectively and focus on closing any gaps in their achievement, including for two-year-olds. The childminder oversees her assistant's work closely so that children always receive good support. She understands how to keep children safe and only leaves vetted people alone with children. The childminder makes good use of her long experience as a teacher and frequently meets with other childminders to share and implement ideas. The childminder has a regular and effective professional development programme, which is improving the quality of teaching. She evaluates her provision continuously, making good use of parents' and children's views. Her thorough, perceptive reflections lead to well-focused plans. For example, the childminder is booked to continue training and is refurbishing the extended playroom to enhance children's access to labelled resources.

p.3

Setting details

Unique reference number EY232852 Local authority Gloucestershire Inspection number 846984 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.4

Name of provider

Date of previous inspection 12 January 2009

p.4

Telephone number

The childminder registered in 2002. She lives in Prestbury on the outskirts of Cheltenham, in Gloucestershire. The childminder offers childcare on three days a week before, during and after school, and in school holidays. She receives funding for free early education for children aged two, three and four years. Her husband is registered as her assistant and works with her regularly. The childminder holds Qualified Teacher Status in early years.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5