Childminder EY494017

Inspection date

Previous inspection date 23 June 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

 The childminder reflects on his setting and implements ongoing developments. He accurately identifies his strengths and areas he wishes to improve to help raise children's outcomes.  The childminder completes assessments of children's achievements, which he shares with parents. He gives them information on how they can support children's learning at home to ensure children continue to make good progress.  The childminder takes children on a wide range of outings in the community and beyond. For example, they visit forests to engage in woodland activities, and local parks to help children to understand about the local area and the world around them.  Children develop a good understanding of growth and change. For example, they learn about the life cycle of plants through using seeds from a pumpkin, drying them and watching them grow.  The childminder is a good role model and has clear expectations for children's

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This provision is good

behaviour. Children learn to be polite and include others in their play.

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It is not yet outstanding because:

 The childminder does not always provide opportunities during daily routines for children to understand about how to keep themselves healthy.  The childminder does not make the most of observation and assessment of children's achievements to fully support him to plan future learning to the highest level.

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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

 ensure children understand how self-care routines can help to maintain good health  refine systems of observation and assessment to improve planning for children's future learning.

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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, self- evaluation and the children's files.  The inspector spoke with the children and childminder at convenient times during the inspection.  The inspector viewed the areas of the house that children use, and the toys and resources available.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and his assistant ensure their knowledge is up to date. They have completed child protection training and are aware of the procedures to follow should there be a concern about a child's welfare. The childminder regularly assesses for potential risks to help ensure children can play safely in his care. He is committed to improving his skills, knowledge and children's outcomes. For example, he attends a wide range of training opportunities and has used his new learning well to support him to help children learn to manage their emotions.

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Quality of teaching, learning and assessment is good

The childminder enthusiastically engages in children's imaginative play. His positive interactions support children's communication and language skills very effectively. For example, through his engagement in their play, he extends their language by introducing vocabulary such as 'absorbent' when discussing children's ideas on how to dry a wet ball. The childminder supports children well to use their own experiences in their imaginative play. They have great fun as they pretend to fly an aeroplane to different countries and issue pretend tickets needed for when the plane lands. Overall, children confidently explore and investigate, making decisions about their play. The childminder shows children how to use resources and provides encouragement and reassurance as they persevere to develop new skills, such as learning how to connect toy fencing.

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Personal development, behaviour and welfare are good

Children are secure in their relationships with the childminder. They demonstrate emotional security and greet new people with confidence. The childminder supports children well to become independent. For example, children confidently take an active role in the preparation of their healthy snacks and learn to use knives safely as they spread cheese on biscuits. Children play outdoors daily and have many opportunities to practise their developing physical skills. The childminder builds children's self-esteem well, praising their achievements and valuing their ideas.

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Outcomes for children are good

Children are very motivated in their play and concentrate for good lengths of time on activities that interest them. Children use their own experiences and understanding of the world as part of their play. They visit countries such as America and New Zealand in their imaginary journeys around the world. Children build their early mathematical skills well. They use mathematical language spontaneously in their play. Children are very observant. For example, they notice minibeasts in the natural world and ask questions about how they can help to care for them. Children learn valuable skills to prepare them for future learning and in readiness for school.

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Setting details

Unique reference number EY494017 Local authority Bristol City Inspection number 1049083 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 1

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. He lives in the Henbury area of Bristol. The childminder works all year round, Monday to Friday from 7am to 6pm, apart from family holidays. The childminder occasionally works 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

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

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

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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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