Childminder EY479915

Inspection date

Previous inspection date 25 February 2016 Not applicable

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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

 Children make good progress in learning, relative to their starting points when they first attend. The childminder plans well to provide children with interesting activities that extend and challenge them. She makes good ongoing assessments of children's progress and works closely with parents in setting and monitoring learning objectives.  Children are confident and have good self-esteem. They develop strong, affectionate relationships with the childminder and show through their actions that they feel emotionally secure.  Disabled children and those who have special educational needs receive good support. The childminder works closely with other professionals to provide a consistent, shared approach to meeting children's individual needs.  The childminder is committed to developing her knowledge in order to promote good quality outcomes for children, and she implements new skills from training effectively.

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This provision is good

For example, she developed assessment processes to be more precise to identify when children are ready to move on to the next stage in learning.

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It is not yet outstanding because:

 The childminder does not consistently provide children with opportunities to develop their independence and practise their personal care skills.  Sometimes, the childminder does not give children time to think about how to respond to questions before moving discussions on.

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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

 encourage children to practise skills that promote independence in managing their own personal care  encourage children to take time to think about and build on what they know during discussions.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities, indoors and outdoors.  The inspector had discussions with the childminder about how she monitors children's progress.  The inspector spoke to children and read feedback from parents.  The inspector sampled records required to help safeguard children and promote their welfare.

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Effectiveness of the leadership and management is good

The childminder's self-evaluations are good. She develops effective action plans that prioritise where improvements have the most impact on outcomes for children. For example, improving her knowledge of disabled children and those who have special educational needs has enabled her to provide more effective support to parents. Safeguarding is effective. The childminder employs an assistant. She has ensured that they have a thorough knowledge of how to implement her safeguarding procedures, to help protect children.

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Quality of teaching, learning and assessment is good

Children thoroughly enjoy the very good balance of stimulating activities planned by the childminder. She organises these well to help children make links between learning experiences. For example, following a visit to a milking parlour, they bought produce from the farm shop to cook with, and talked about their visit while mixing the ingredients. The childminder extends children's learning effectively. For example, she provides number cards for the weight of each ingredient, and children match these to the number of grams on the scales to know when they have enough. The childminder's good planning means that children of all ages can enjoy participating. For example, babies thoroughly enjoyed rolling out the biscuit dough and stamping shapes from it for baking. Children communicate confidently and the childminder promotes their speech and language development well. For example, young children mispronounce words such as 'banana' and

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Quality of teaching, learning and assessment is good

the childminder models correct pronunciation while praising children for naming the fruit. The childminder effectively involves parents in their children's learning. Parents routinely inform her of children's achievements at home, which she uses in her assessments and in planning their next steps.

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Personal development, behaviour and welfare are good

Children behave well. The childminder has a good understanding that young children sometimes struggle to express their emotions. She provides secure and consistent boundaries where children feel safe as they learn to manage their feelings. Children of different ages play well together. For example, when children chose to play skittles, older children included babies by rolling the ball to them to have a turn. Children are active and imaginative. For example, they built a castle from a large cardboard box and used this as a base to hunt for bears in the garden.

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Outcomes for children are good

Children make consistently good progress and the childminder prepares them well for the next stage in their learning, including going to school. Children are confident and overall very independent. For example, young children help to choose and prepare their snack, and carefully use knives to slice, peel, and chop what they want to eat.

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Setting details

Unique reference number EY479915 Local authority North Somerset Inspection number 986395 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 12 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in West Wick, near Weston-super-Mare, North Somerset. The childminder operates Monday to Friday from 8am to 6pm, all year round. She is registered to work with an assistant.

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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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