Childminder in Bristol

Inspection date

Previous inspection date 13 October 2015 11 January 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 makes accurate assessments of children's development. She shares her assessments with parents and works with them to promote children's further learning. All children, including those who are learning English as an additional language, are making good progress in relation to their starting points.  The childminder and her assistant provide consistently good levels of teaching within a safe, welcoming and stimulating environment. They interact well with the children and successfully promote their care, learning and play.  Children learn the importance of healthy lifestyles. For example, they follow clear hygiene practices and enjoy a good range of nutritious meals and snacks.  The childminder and her assistant work well together to ensure children are kept safe from harm. They use well-considered routines, policies, procedures and attend training to help them to do this.  The childminder works in partnership with parents to build children's self-esteem and

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This provision is good

confidence to support them emotionally and enable them to be ready for their next steps in learning and their eventual move to school.

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It is not yet outstanding because:

 The childminder does not always actively encourage children to develop their mathematical awareness, for example, by helping them to solve problems and count.  There are some occasions when the childminder misses opportunities to build on children's interests, particularly children who learn better outside.

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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

 provide more opportunities for children to develop their mathematical awareness  extend learning opportunities in all areas of the setting to embrace children's interests, particularly children who learn better outdoors.

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Inspection activities

 The inspector sampled the children's records and a variety of documentation, including policies and procedures.  The inspector carried out a joint observation with the childminder.  The inspector observed the children during their play.  The inspector talked with the children and the childminder at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have recently completed safeguarding and paediatric first aid training to ensure they have updated knowledge. Both understand their responsibility to protect children from harm, how to act in the event of an accident and who to contact should they have a concern about a child's well-being. The childminder achieves continuous improvement using effective evaluation. She supervises the work of her assistant well and together they monitor the effectiveness of the provision. They assess their teaching skills and adapt their teaching and the environment to meet individual children's and families' changing needs. The childminder values the views of parents and children which she obtains through verbal and electronic feedback.

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Quality of teaching, learning and assessment is good

Parents are valued as active participants in their children's learning and development. The childminder works with them to form an initial assessment of children's development. She builds on children's starting points and monitors their ongoing progress. She plans activities she knows the children enjoy and makes sure children steadily improve their skills. Teaching is of a consistently good quality and provides a generally good balance between activities led by adults and those the children choose. Children can help themselves to a wide choice of high-quality resources. All children benefit from varied activities, including imaginative and creative play. Playing with dough is a favourite activity. They learn to use tools with control and mould the dough into different shapes. The adults interact with the children well during their play, helping them to gain confidence in communicating their needs and ideas.

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Personal development, behaviour and welfare are good

Children's emotional welfare is at the heart of the childminder's practice ensuring that children are emotionally happy, as a springboard for their further learning. Children have good relationships with the childminder and her assistant. Children are clearly happy and enjoy dancing, singing and playing with a variety of musical instruments. Children are given daily opportunities to develop their physical skills, for example, propelling wheeled sit and ride vehicles, negotiating the outdoor play space with control. Children gain good independence skills, such as wiping their hands and face after meals. Good manners are role modelled in everyday practice and children's behaviour is very good.

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Outcomes for children are good

All children make good progress in their all-round learning from their starting points. They gain the key skills they need for their next stages in their learning and school. Children make particularly good progress in their communication and language development.

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Setting details

Unique reference number EY251404 Local authority Bristol City Inspection number 847062 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 8

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Name of provider

Date of previous inspection 11 January 2011

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Telephone number

The childminder registered in 2003. She has close links with the local primary school. She lives in the Ashley Down area of Bristol and operates all year round. The childminder and her assistant have relevant qualifications 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 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

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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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