Childminder EY421424

Inspection date

Previous inspection date 28 April 2016 6 July 2011

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

 The childminder monitors and evaluates her practice well. She involves parents in helping her to identify areas to improve and develop, which ensures she makes effective changes to practice.  The childminder monitors children's development effectively and quickly identifies any weaknesses in their learning. She knows how to find appropriate help from other agencies if necessary, to help ensure that all children make good progress.  The childminder keeps parents well informed of their children's achievements. She shares information about children's learning in the setting through detailed reports and daily diaries.  The childminder is a good role model for children. For example, she helps them to understand about sharing, taking turns with toys and good manners during daily routines and play. Children behave well.

p.1

It is not yet outstanding because:

 The childminder misses some opportunities to encourage children's exploration of the written word, for example, in the environment, to support their understanding that script has meaning.  Children do not have enough opportunities to explore natural objects and resources, to support their developing sensory skills and understanding of the world.

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

 provide more opportunities for children to see and explore the written word in a variety of ways, to support their growing interest in writing  provide more opportunities for children to explore natural resources, to enhance their sensory skills and understanding of the world.

p.2

Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector sampled a range of documents, including risk assessments, policies and the children's files.  The inspector spoke with the children and childminder at convenient times during the inspection.  The inspector took into account the written views of parents and of those spoken to during the inspection.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good understanding of the requirements and her responsibility to keep children safe from harm. She has completed child protection training to ensure that she is confident in following procedures and knows whom to contact if she has a concern about a child's welfare. The well- qualified childminder accesses training and conducts personal research to ensure her professional knowledge is up to date. She reflects on her new learning well. For example, she has introduced new ideas for children to learn about taking safe risks in their play. The childminder has comprehensive policies and procedures in place to ensure her assistants fully understand their roles and responsibilities.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of how to promote children's learning by playing alongside them. She involves parents in sharing information about their children's play interests and uses her observations and assessments to support her in planning for future learning. The childminder provides children with beneficial opportunities to learn about their local community and others who are different from themselves, for example, through a wide range of outings and experiences. Children develop a good understanding of the world around them through regular visits, for example, to castles, parks and forest activities.

p.3

Personal development, behaviour and welfare are good

Children have a good relationship with the childminder and they enjoy cuddles and reassurance from her. They feel safe and secure in her care. Children have good opportunities to develop valuable social skills to help them with moving on to pre-school and eventually school. For example, they visit local groups where they learn to mix with other children and develop friendships. The childminder helps children to understand how to develop healthy lifestyles. For example, they take part in activities such as fun sports days and woodland activities to develop their physical skills and learn about the importance of exercise. The childminder teaches children to think about and manage different risks. For example, when they are out on walks, they learn about crossing the road safely.

p.3

Outcomes for children are good

Children listen well and concentrate for good periods of time on activities that interest them. For example, they listened carefully to clues to find the pieces of a jigsaw puzzle. Children are developing a love of books and stories and are learning that new knowledge can be found in books. For example, they learn about different and unusual animals such as a chameleon. Children are supported well to develop key skills in readiness for school.

p.3

Setting details

Unique reference number EY421424 Local authority South Gloucestershire Inspection number 1034172 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 6 Number of children on roll 2

p.4

Telephone number

The childminder registered in 2011. She lives in Bradley Stoke, near Bristol. The childminder holds a relevant early years degree. She operates Monday to Friday from 8am to 6pm, all year round except for bank holidays and family holidays. The childminder works with an assistant on an occasional basis.

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