Childminder in South Gloucestershire

Inspection date

Previous inspection date 4 November 2015 8 January 2009

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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 knowledge of individual children's needs and interests to plan a range of interesting activities and experiences. Children are motivated to explore and learn which helps them make good progress.  Children receive lots of praise and encouragement. They develop their self-esteem well and gain good levels of confidence. Children feel safe and secure in the childminder's care and learn to behave very well.  The childminder uses her environment and resources well to engage children in all aspects of their learning. Her interactions are good and support their enthusiasm to learn.  The childminder has a secure understanding of the legal requirements and meets these well. She effectively implements policies, procedures and records, which support the good practice in her setting.  The childminder implements effective self-evaluation procedures in order to reflect on her practice. Since her last inspection, she has made significant improvements which

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This provision is good

have had a positive impact on the quality of care and teaching for children.

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It is not yet outstanding because:

 The childminder does not take all opportunities to encourage parents to share information about their children's learning at home to enhance her planning methods.  Children have a good range of books to browse through but have fewer opportunities to use letters and words across the play spaces that they use to strengthen their understanding that text has meaning.

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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

 extend partnership working with parents and use information gained to build as well as possible on what the children already know and can do  enhance opportunities for children to see and use letters and words across environments.

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Inspection activities

 The inspector observed activities indoors and discussed with the childminder how she provides for outdoor play.  The inspector talked with the childminder and children at appropriate times throughout the inspection.  The inspector sampled written observations, and a selection of policies and children's records.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector read testimonials from parents to gain their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder implements effective risk assessments of her premises and has a good understanding of how to keep children safe from harm. The childminder develops and improves her practice to sustain her setting's good quality. For example, following her previous inspection, the childminder has undertaken training and now makes effective observations and assessments of children. These help her to check children's progress. The childminder keeps up to date with changes in current practice and exchanges good practice ideas with other professionals. The childminder checks that she provides learning experiences that reflect the needs of all children and which cover the areas of learning. The childminder helps to promote children's continuity of care and learning by exchanging information with other settings that children attend.

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Quality of teaching, learning and assessment is good

The childminder's assessment methods highlight any potential gaps in children's learning and she effectively plans for their next steps in learning. The childminder skilfully adapts activities and provides effective support so that all children can join in activities. For instance, in one activity the younger children explored making marks while older children learnt about numbers. The childminder supports children's language and communication development well. She responds to toddlers as they chatter and teaches them to say new words. Children develop good personal skills. For example, they learn about different emotions and facial expressions.

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Personal development, behaviour and welfare are good

Children form secure relationships with the childminder, who is kind, caring and meets their individual physical needs well. She helps younger children settle happily and supports all children's emotional well-being effectively. The childminder is a good role model to the children. She guides children gently. They learn good manners and treat one another with respect. Children learn appropriate self-care skills. The childminder teaches them good hygiene routines. Children willingly have a go at putting on their coats and shoes. Children learn to socialise and learn about the wider world. Children enjoy spending time in the local community. They learn how to get on with others from different backgrounds.

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Outcomes for children are good

All children make good progress in relation to their starting points. Children become independent learners who gain good personal skills. Older children gain some early literacy skills in handling writing implements and learn about numbers. Children are well prepared for the next stage of their learning, and the move on to pre-school and school.

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Setting details

Unique reference number 136139 Local authority South Gloucestershire Inspection number 841156 Type of provision Childminder Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 8 January 2009

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Telephone number

The childminder registered in 1990. She lives in Patchway, Bristol. The childminder works Monday to Thursday from 8am until 6pm, all year except for family holidays.

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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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