Sealey, Rachel Claire

Inspection date

Previous inspection date 14 October 2015 1 November 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 has a good knowledge and understanding of how to protect children from harm. She is familiar with local safeguarding procedures and is alert to signs and symptoms that might indicate that children are at risk of harm.  Children learn to behave well. They form strong attachments to the childminder and each other. They consider each other's feelings and cooperate. The childminder acts as a good role model as she helps children learn to share and take turns.  The childminder knows the children well. She has established warm and caring relationships that help to support children's emotional well-being and confidence.  Children make good progress. The childminder carefully observes children's learning to make accurate assessments of what they can do. She then identifies exactly what they need to learn next.  The childminder has strong partnerships with parents. She keeps parents well informed

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This provision is good

about their child's achievements and shares advice for developing learning at home.  The childminder has a strong commitment to working in partnership with other professionals. When appropriate, she secures help for children to meet their individual needs.

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It is not yet outstanding because:

 The childminder does not always obtain detailed information about what children can already do when they start to help to plan their learning fully from the outset.  Occasionally, during some adult-led activities, children wait for extended times for their friends to finish, and so lose focus and learning experiences.

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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

 obtain more detailed information from parents about children's starting points to help plan fully for their learning from the outset  review planned activity time so children are not spending time waiting.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector took account of the views of parents from written feedback.  The inspector looked at children's records, discussed planning and looked at a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of her duty to protect children and to meet the welfare requirements. Safeguarding is effective. She reflects upon the quality of her provision, seeking the views of parents and children to help her identify and drive forward improvements in order to support children's outcomes. The qualified childminder shows a commitment to her ongoing professional development by undertaking further childcare qualifications. Regular exchange of information about children's achievements with parents ensures that they are kept updated with the progress their child is making. However, the childminder does not always obtain detailed information from parents about what children can do when they first start to help her promote rapid progress from the outset.

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Quality of teaching, learning and assessment is good

The childminder has a secure understanding of how young children learn and develop. Children choose from a variety of toys and resources, which are easily accessible. The childminder builds on children's interests to create activities that motivate them to learn. For example, children enjoy painting with a variety of tools, including toy cars, and the childminder follows their interest in the marks their fingers make in the paints. Children are highly motivated as they lead their own learning and complete tasks for themselves, such as counting the pieces of a puzzle. Children's communication and language skills are promoted well as the childminder models words and phrases to extend children's vocabulary. They regularly ask the childminder for help to overcome problems and become engaged in discussions when they are curious.

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Personal development, behaviour and welfare are good

Children enjoy their time with the childminder and develop a good sense of belonging. The childminder promotes healthy lifestyles. For instance, children enjoy healthy snacks, physical play in the garden or on outings to local parks. They know to wash their hands before snack time and confidently use cutlery to eat their food. All of these support children's physical development and well-being effectively. Older children learn from the childminder how to speak nicely to other children and share. Younger children are soothed quickly by the childminder's cuddles, showing they feel safe and secure with her. Children talk about past and present events in their own lives and in the lives of their family members. They learn about differences and cultures within the community.

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Outcomes for children are good

Children make good progress from their starting points. Those who start below expectations for their age are catching up, especially with their communication skills. They are confident to explore their environment and developing good independence skills. Therefore, they are prepared for their next stage in learning and school.

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Setting details

Unique reference number EY369915 Local authority North Somerset Inspection number 829154 Type of provision Childminder Day care type 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 1 November 2011

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Telephone number

The childminder registered in 2008. She lives in Weston-super-Mare, North Somerset. The childminder works Monday to Friday and accepts funding for children aged two, three and four years.

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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

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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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