Childminder EY479885

Inspection date

Previous inspection date 2 March 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children are happy and settled in a warm and welcoming environment. They build strong levels of self-esteem and form positive attachments to the childminder.  The childminder uses her training well. For example, she provides children with engaging song-and-rhyme times that strongly support young children to express themselves, imitate language and respond to a regular beat.  The childminder is vigilant and makes sure her home is safe for children to play in. For example, she is quick to remove any hazards from the floor before children engage in physical activities.  The childminder works well with parents to provide consistency to children's care, learning and development. She keeps parents well informed about their children's progress and they are actively involved in their children's learning from the start.  Children benefit from well-planned and stimulating experiences. The childminder accurately assesses and monitors their progress and has a good understanding of their

p.1

This provision is good

next steps. Children make good progress in their learning.

p.1

It is not yet outstanding because:

 The childminder does not always make effective use of questioning to encourage children to think for themselves and solve problems.  The childminder does not make the most of all opportunities to help children learn to identify similarities and differences between objects.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen opportunities for children to learn to solve problems independently  build on children's curiosity to help them identify differences and similarities.

p.2

Inspection activities

 The inspector observed the childminder's interactions with children as they played inside.  The inspector spoke with the childminder and children at convenient times during the inspection.  The inspector sampled documentation, including children's assessment records and the childminder's safeguarding policies and procedures.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder implements her comprehensive policies and procedures well to protect children. She has a good understanding of the signs and symptoms that may give cause for concern and of her responsibility to report any concerns she may have. The childminder regularly reflects on her practice and uses these evaluations well to improve her practice and outcomes for children. For example, she has recently extended children's access to natural and flexible resources, such as metal tin lids and cardboard tubing, to encourage their creativity.

p.3

Quality of teaching, learning and assessment is good

Children are keen learners. The childminder uses her skills well to provide children with a broad range of activities, such as role play, to mimic and explore familiar experiences. She uses her training well to help children improve their communication and language skills, minimising any gaps effectively. For example, she repeats language, correcting children sensitively to build on their understanding. The childminder interacts well with children to support them in their learning. For example, she helps them to explore a different range of brushes so they are familiar with them and will feel confident to use them to practise their early writing skills.

p.3

Personal development, behaviour and welfare are good

Children make choices from a varied range of resources that meet their stage of development and which interest them. The childminder is a good role model and helps children learn how to keep themselves safe and healthy effectively. For example, she patiently supports children as they learn to descend the stairs, safely providing reassurance and encouragement. The childminder listens to parents and adapts her practice, for example, by adding a buffet-style lunch to help children make healthy choices. The childminder protects children well on outings and uses the local environment well to extend children's learning experiences; for example, challenging their physical skills on obstacle courses and encouraging children to persevere in tasks. Children develop good social skills; for instance, they learn to take turns and to share.

p.3

Outcomes for children are good

Children make good progress from their starting points. They are actively involved in their learning and are keen to engage in new activities. Children have a wealth of opportunities to make choices and they are confident to ask for help. They boldly challenge themselves in their physical skills, for example, by asking for more difficult shapes when threading pasta. They are learning to be independent; for example, helping to prepare the snacks. They are attentive and developing good listening skills. These skills help to prepare children for their future learning and eventual move to school.

p.3

Setting details

Unique reference number EY479885 Local authority Bristol City Inspection number 984033 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 4 Number of children on roll 5

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She lives in Knowle, Bristol. The childminding service operates daily during term time.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5