Mayo, Amanda Jane

Inspection date

Previous inspection date 3 September 2015 11 July 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder uses her qualifications to accurately assess children's progress and plan for their future learning. Consequently, children make good progress.  The childminder has very good partnerships with parents and other professionals. She regularly shares information to help children settle, plan for their learning and help them cope with changes. This prepares children well to move into playgroup or school.  The learning environment is stimulating and inviting. The childminder provides a wide range of resources. As a result, children are keen to join in and are motivated to learn.  Children benefit from home-cooked food at snack times and mealtimes. They help the childminder on her allotment to grow the fruit and vegetables they use in the meals and learn how to make healthy choices.  The childminder ensures she evaluates her practice with her co-childminder. She reflects on her practice and uses feedback from parents, children and her co-

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This provision is good

childminder to review what she does. This enables her to make continuous improvements for the benefit of children.

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It is not yet outstanding because:

 Sometimes children forget that they need to listen and share with others when they play with favourite toys.  The childminder has developed a book showing the full range of her resources, but she does not always use this to help all children make more choices in their play and learning. Consequently, they sometimes miss opportunities to learn in ways that meet their interests.

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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

 help children learn strategies to understand how to share and work together  provide more opportunities to encourage children to make choices about resources and activities they want to use to further promote their learning.

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Inspection activities

 The inspector observed children indoors and in the garden.  The inspector spoke to children, the childminder and co-childminder at appropriate times during the inspection.  The inspector took into account the views of parents from written letters seen during the inspection.  The inspector sampled paperwork, including children's records.

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Effectiveness of the leadership and management is good

The childminder has a clear vision of how she would like to improve her practice. She makes sure she uses her local authority advisor to keep her knowledge and understanding up to date. She evaluates her practice using an action plan to review what she provides and how she can improve. The childminder has a good understanding of how to keep children safe. She knows what to do in the event of concerns about a child. As a result, she keeps children safe. The childminder uses the internet and other training opportunities to improve her knowledge, understanding and skills. The childminder shares her knowledge with her co-childminder so they are well informed and plan specific training to improve their practice.

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Quality of teaching, learning and assessment is good

The childminder uses her secure knowledge and understanding of how children learn to plan varied activities to support their learning. She observes children to assess their progress. Children learn about the world around them and caring for others. For example, the childminder provides children with opportunities to see changes in the natural environment. They make regular visits to the pond to see the frogspawn change into frogs. They look after the caterpillars and watch them become butterflies in the childminder's home. The childminder makes good use of questions and provides new words for the children. Consequently, they develop their language and learn to think for themselves and solve problems. For example, when playing with the castle, the children work out how to get the dolls out of the tower by listening to the instructions from the childminder.

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Personal development, behaviour and welfare are good

The childminder has good relationships with parents. Parents acknowledge that they feel valued and work together with the childminder to promote their children's learning. The childminder shares information with parents regularly. Consequently, she knows children well so they settle quickly and make good progress. The childminder is a good role model. She sensitively intervenes when children have disputes over toys, reminding them they need to share. However, she does not always help children to manage their own disagreements. Overall, children learn about others' feelings and develop good self-esteem and confidence.

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Outcomes for children are good

Children are confident and happy. They are motivated to learn and make good progress. Their communication and language is developing well. Children are well prepared for change and moving on to school because the childminder takes them to visit other playgroups and the school regularly.

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Setting details

Unique reference number EY356447 Local authority Gloucestershire Inspection number 835344 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 11 July 2011

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Telephone number

The childminder registered 2007. She lives in the residential area of Tutshill in Chepstow, Gwent. The childminder works with a co-childminder. The childminder offers full- and part- time care, all year round, between 6.45am and 6pm each weekday, excluding bank holidays and holidays agreed in advance. Additional care is provided before and after school during school term times.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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