Carter, Therese Anne

Inspection date

Previous inspection date 13 August 2015 8 March 2012

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This inspection: Good 2

Previous inspection: Met 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

 The childminder uses her qualifications to teach children well. She plans activities around their interests. As a result, children enjoy joining in with the activities and make good progress in their learning.  The childminder is a good role model for the children. She encourages them to help each other, such as when putting the toys away. As a result, they know what is expected of them and behaviour is good.  The childminder uses information from parents, such as words in children's home languages for familiar items. In this way she can meet children's needs well; therefore they settle well.  The childminder uses information from training courses to make changes that promote children's learning. She has altered her planning as a result of one course, providing more learning opportunities for children's individual needs. As a result, they make good progress in their learning and development.

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It is not yet outstanding because:

 Sometimes the childminder speaks and asks many questions too quickly. This means that sometimes children do not always get time to think about and understand what has been said or have time to respond.  The childminder tries to fit lots of activities into the day and sometimes alters the routine. This means children do not always have time to finish an activity and sometimes they get upset.

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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

 develop ways of communicating with children that allows them more time to think and solve problems  review daily routines so children have more time to complete activities of their choosing.

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Inspection activities

 The inspector observed children indoors and outdoors.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector took into account the views of parents through written testimonials and questionnaires.  The inspector sampled paperwork including children's records.  The inspector carried out a joint observation with the childminder.

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who attend. This is good

The childminder monitors children's progress well. She uses her assessments for how children learn, and information from parents and other professionals, to plan experiences that meet children's needs and likes. As a result, children make good progress. Children explore nature through trips to the park and a bug hunt in the garden. They recall what they have seen and done. In this way they build on their own learning. The childminder uses a favourite story to help the children find hidden toy bugs. In this way, children use their imagination, learn about how stories are written and gain new words. Children explore the sand, pouring it from one container to another and making sand castles. The childminder promotes children's hand-to-eye coordination. They enjoy using glue to stick small coloured shapes on paper, and use pens and other materials to make pictures, for example. The childminder exchanges information with parents about children's developing

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who attend. This is good

language. This helps children, especially those who are learning English as an additional language. Consequently, they make good progress and are well prepared for school.

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good

The childminder's home is warm and welcoming. She has a good variety of resources for the children. They enjoy dressing up and pretending to go to the shops. Older children help the younger ones to take turns and share. This means they can make choices about what they want to do, gain independence over their learning and take care of each other. The childminder teaches children to manage risks and develop their physical skills. She helps them negotiate an obstacle course in the garden as they search for bugs. In this way they practise climbing, sliding and moving in different ways. This builds their confidence and resilience. The children learn how to make healthy choices. They wash hands before snack and discuss the fruits they like to eat and why these are good for you. Children visit other settings with the childminder, as well as collecting and taking children to local playgroups and schools. In this way she helps prepare children for changes and

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provision is good

The childminder makes good use of self-evaluation to monitor her practice. The childminder reviews risk assessments, both inside the home, in the garden and on outings. She is fully aware of local safeguarding procedures. As a result, she knows what to do in the event of concerns about a child and keeps children safe. The childminder uses information from children and parents to inform changes and improvements to her practice. For example, from one parents' comments, she is looking at ways to introduce more time for singing into the daily routine as children especially enjoy this.

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Setting details

Unique reference number EY342792 Local authority Gloucestershire Inspection number 812963 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 8 March 2012

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Telephone number

The childminder registered in 2006. She lives in Hucclecote, Gloucestershire. The childminder offers care throughout the year from 7am til 6pm. The childminder holds a relevant early years qualification at level 3. The childminder provides funded free early education for children aged two, three and four.

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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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