Childminder 106462

Inspection date

Previous inspection date 31 May 2016 3 September 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 are confident communicators. They share their ideas well, for example, to describe how they have mixed colours together to create a 'purple wiggly neck' and 'long orange beard' for their dinosaur.  The childminder has good knowledge of children's interests. She plans exciting activities to build on what children know and can do, which helps her to support them towards their next steps in learning. Children make good progress from their starting points.  The childminder has strong partnerships with parents. She seeks key information from them when children first start. She encourages parents to provide information about children's achievements at home and provides ideas on how parents can support children's continued learning, especially in preparation for school.  The childminder has made good progress since her last inspection. She uses her experience, training and discussions with other early years professionals effectively,

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This provision is good

especially to improve her observation, assessment and planning.

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It is not yet outstanding because:

 The childminder does not always help younger children to follow her expectations consistently.  The childminder does not consistently monitor children's progress from their starting points to enable her to take prompt action if there are any gaps in their learning.

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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

 provide more consistent support to help younger children to follow expectations  strengthen the monitoring of children's progress from their starting points to identify and reduce any potential gaps in their learning more promptly.

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Inspection activities

 The inspector observed the quality of teaching as children played inside.  The inspector spoke with the childminder about her understanding of the early years foundation stage requirements.  The inspector sampled a range of documentation, including children's activity diaries, and policies and procedures.  The inspector spoke with the childminder about how she evaluates her provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder uses risk assessments effectively to help her provide children with a safe and secure environment. She follows her detailed policies and procedures successfully to help her ensure children's welfare. The childminder has a good knowledge of her responsibility to report any child protection concerns to appropriate agencies. The childminder has sound systems to evaluate her provision and she identifies areas to improve her practice. Since her last inspection, she has improved how she communicates with parents and other early years settings children attend, to maintain a consistent approach to children's care, learning and development.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She uses her training in observation and assessment effectively to improve her skills and help to progress children's learning. Children enjoy visiting the library with the childminder to choose books that interest them. They cuddle close as the childminder reads them dinosaur books and they learn to handle the books carefully. The childminder questions children well. She involves them in the story and introduces specific vocabulary to extend children's learning. The childminder interacts positively during children's role play to encourage their language skills, for example, to retell traditional stories. She encourages children to use resources well to extend their storytelling skills.

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Personal development, behaviour and welfare are good

Children make decisions about their play from a good range of age-appropriate and easy to reach toys and resources. They share resources, negotiate play space and take turns well. Children develop secure bonds with the childminder, which helps to support their emotional well-being. The childminder organises her time well, providing children with individual attention, for example, to help them complete a jigsaw puzzle. There are good opportunities for children to learn about healthy lifestyles. For example, the childminder takes children to the allotment to help them learn about nature, growth and healthy eating. Children are aware of their own personal needs and manage them independently.

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Outcomes for children are good

Children develop good skills to support their future learning and eventual move to school. For example, they have many opportunities to practise their early writing skills, such as writing their names on their paintings. Children use their mathematical skills well, for example, to count out how many toy beds they need for all the bears to have their own. Older children concentrate well and enjoy completing jigsaws, and solving problems independently.

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Setting details

Unique reference number 106462 Local authority Bristol City Inspection number 1048569 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 3 September 2014

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Telephone number

The childminder registered in 1984. She lives in Redfield, Bristol. Childminding takes place each weekday throughout the year.

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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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