Childminder in Bristol

Inspection date

Previous inspection date 21 March 2016 8 April 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 works closely with parents and professionals to provide a consistent approach to the learning and welfare of children with special educational needs.  The childminder takes time to get to know the children, so they feel safe and emotionally secure in a welcoming environment. Children form close attachments with the caring childminder and build strong friendships with other children.  The childminder carefully considers how some of her children learn better outside. She plans a range of experiences, such as forestry skills and growing activities, to help children learn about nature and the world around them.  The childminder evaluates her provision well and develops targeted action plans to improve outcomes for children, particularly in supporting their self-help skills in preparation for pre-school.  The childminder identifies children's next steps effectively. She uses this information

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This provision is good

well to provide children with a stimulating range of experiences across the educational programmes. Children make good progress from their starting points.

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It is not yet outstanding because:

 The planning of some activities does not always encourage children to make choices about which materials to use in their designs.  The childminder does not always gain enough information about children's learning when they first start at the setting, to enhance the monitoring of their progress.

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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

 develop further opportunities for children to explore and use materials more independently in their creations  gain more information from parents about what their children know and can do when they first start at the setting, to enhance the monitoring of children's progress.

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Inspection activities

 The inspector observed the quality of teaching as children played inside and outside.  The inspector spoke with the childminder about her understanding of the Early Years Foundation Stage requirements.  The inspector sampled documentation, including written views of parents, the childminder's self-evaluation and children's assessment records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder completes regular risk assessments of her home and outings to protect children. She is aware of the signs that may raise concerns about a child's welfare and knows what to do if she has a child protection concern. The childminder has developed a good two-way flow of information with parents, overall. For example, she gains good information on children's care needs, to maintain consistent practice. Parents speak highly of the childminder. They particularly value the support, time and patience she gives their children. The childminder makes good use of her evaluations of the provision and her monitoring of children's progress to continue to improve children's outcomes. Since the last inspection, she has extended children's experiences and her resources to help them learn about diversity.

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Quality of teaching, learning and assessment is good

The childminder uses her interactions positively to help children learn. Children gain good communication and language skills. For example, the childminder effectively questions children as they share a story, to help them build their vocabulary. Children learn to solve problems independently. For example, as children take turns pushing each other on the ride-on toys, they discover that if they lift their feet up and use the path, they can go faster. Children thoroughly enjoy water play, during which they use a range of resources to pour and transport the water. They develop good physical skills. For example, children confidently operate the hand whisk to make more bubbles in the water.

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Personal development, behaviour and welfare are good

The childminder uses her training well to help children settle. For example, she reassures, encourages and distracts children with favourite stories to support their emotional well- being effectively. The childminder teaches children about how to keep themselves safe. For example, she provides clear explanations so that children are aware of the possible consequences of throwing sand. Children learn about healthy lifestyles. For example, they choose which fruit to eat for their snack and reach their drinks when they are thirsty, showing an understanding of their own needs. The childminder is a good role model and children learn hygienic practices, such as washing their hands before they eat.

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Outcomes for children are good

Children make good progress from their starting points. They gain essential skills required for their eventual move to school, for example to communicate their needs confidently. Children are keen to learn and show fascination in new activities and resources. They learn skills to encourage their independence and good health, such as blowing their nose and disposing of tissues. Children behave well and develop good social skills, such as taking turns.

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Setting details

Unique reference number EY298883 Local authority Bristol City Inspection number 827037 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 8 April 2009

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Telephone number

The childminder registered in 2004. She lives in Bishopsworth, Bristol. The childminding service operates from Monday to Thursday throughout the year. The childminder holds an early years qualification at level 3.

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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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