Perrett, Karen

Inspection date

Previous inspection date 23 November 2015 23 June 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 child development to plan activities that meet children's interests and needs. Children are happy to join in, make good progress and reach good outcomes in their learning.  Children receive positive messages about how to share, take turns and manage minor arguments. They develop understanding about being kind and respecting others.  There are good partnerships with parents and others. The childminder shares information regularly with others. This helps her to teach well and plan opportunities that support children's development. This helps them to move on in their learning at playgroup or school.  The childminder makes effective evaluations using information from parents, children and her assistant. She makes sure staff attend training to improve their knowledge and make changes that benefit the children.  There are sharply focused assessment routines to help the childminder to monitor

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This provision is good

children's learning. She knows children's starting points and plans well for their development. Children are motivated and keen to learn.

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It is not yet outstanding because:

 Children are not always confident to make their own choices about the resources they wish to use to aid their learning.  The childminder does not always give clear messages to help children understand what is expected of them, such as when to start tidying up after activities.

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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

 ensure children can choose resources for themselves when appropriate, to help them gain independence  make sure that consistent expectations are set for children so they are clear about routines to follow.

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Inspection activities

 The inspector observed the quality of teaching in the childminder's home.  The inspector took into account the views of parents through written testimonials and questionnaires.  The inspector carried out a joint observation with the childminder.  The inspector spoke with the childminder, her assistants and children at appropriate times during the inspection.  The inspector sampled paperwork, including children's records, planning and self- evaluation.

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Effectiveness of the leadership and management is good

The childminder makes good use of self-evaluation to monitor and review her practice. She shares and uses information from training courses to ensure everyone knows how to support children. For example, a recent course has helped her to develop the way she records children's learning and plans to meet their needs. The childminder has good systems in place for monitoring assistants when they work with her. This means they are able to support children's learning and development. The childminder reviews current practice and risk assessments for the home and outings. She makes sure everyone knows what to do in the event of concerns about a child. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder monitors children's learning using her assessments of children and information from parents and other professionals. Children use their imagination and learn mathematics as they explore modelling dough. For example, they count how many balls of dough will fit into a shaper, match the colour dough to its pot and talk about the pretend cakes they have made. The childminder supports their hand-to-eye coordination by providing a variety of resources, such as cutters, rolling pins and shapers for the dough and scissors for cutting paper and card. Children learn about the natural world, such as when they went on a treasure hunt to find hidden pinecones and conkers in the garden or when they explored leaves and puddles on the play slide.

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Personal development, behaviour and welfare are good

The childminder sets a good example for the children. She helps develop their feelings, emotions and respect for others. Children liked looking at dolls with different facial expressions; they could say if the doll looked sad and what they could do to help. Children respect and care for each other and behave well. Children learn about healthy eating and develop healthy self-care skills. For example, they talk with the childminder about why the fruit they are eating is good for them and safely use knives with the childminder to cut their bananas. Children explore the stimulating environment and learn how to manage risks and solve problems. For example, the childminder helps children to think about how to climb the slide using the steps instead of the slide and how to lift their toy car onto the decking. The childminder collects and takes children to local playgroups and schools, so children are prepared for changes and moving on to other settings.

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Outcomes for children are good

Children are happy and contented. The childminder identifies when children need additional help with speech and communication, so gaps in their learning are closing. All children make good progress. They develop skills to help them look after themselves.

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Setting details

Unique reference number 136334 Local authority South Gloucestershire Inspection number 825629 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 23 June 2009

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Telephone number

The childminder was registered in 1989. The childminder lives in Thornbury, South Gloucestershire. The childminder offers care from 7.30am to 5pm, Monday to Thursday, all year round. The childminder offers funded nursery education places 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

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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