Childminder in Gloucestershire

Inspection date

Previous inspection date 23 June 2016 22 May 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

 The childminder has improved how she observes children's learning and monitors their progress. She makes sure that she has accurate information from parents about what children can do at home and links this to her own observations of children's development to establish their starting points. She plans next steps that support children's learning and development well.  The childminder has a good understanding of how children learn and develop. She plans activities to suit the children's needs and interests. Children are eager to take part and enjoy joining in.  Children form secure attachments with the childminder, who is a good role model. Children develop good self-esteem and confidence, and behave well.  The childminder has developed good relationships with parents and other professionals. She exchanges information with them to identify where children may need extra help. Gaps in learning close quickly and children make good progress.

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It is not yet outstanding because:

 The childminder does not make the most of all opportunities to use feedback from parents to help her identify ways that she can make changes to improve her provision.  Children do not have many opportunities to enhance their learning through using and exploring different technologies.

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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 the process for self-evaluation further to include contributions from parents in ways that help to identify changes and improvements  build on ways in which children use and explore technologies to further enhance their learning and development.

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Inspection activities

 The inspector observed the quality of the childminder's teaching in the home and garden.  The inspector took into account the views of parents through written testimonials.  The inspector carried out a joint evaluation of children's learning with the childminder.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector sampled paperwork, including children's records, the childminder's suitability records, planning and self-evaluation.

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Effectiveness of the leadership and management is good

The childminder has used ideas from training she has attended and visits to other childminders to make changes to her provision since her last inspection. For example, she has added a new playroom and made changes to the storage of play materials to help children have more choice over what they want to play with. She is planning with the children what changes they wish to make outside too. The childminder has added current guidance to her policies and risk assessments on keeping children safe. She knows what to do in the event of concerns about a child. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder makes the most of routine opportunities to teach children key skills, such as how to count and how to manage their personal safety. For example, children are fascinated by the way that the kitchen drawer moves and by the contents inside. The childminder helps children to count how many tea towels they can find and reminds them to keep their fingers away from the top of the drawer as they open and close it. The childminder talks with the children, introduces new words and encourages them to communicate, building their language skills well. She recognises and responds to children's interests well, such as when they want to use the water containers to give the plants 'a drink'.

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Personal development, behaviour and welfare are good

Children learn about healthy choices in food, such as through discussions and helping to grow their own fruits and vegetables to eat at snack time. The childminder helps children to learn about the world around them. For example, they join other children at the library's story time, borrow books about things that interest them, and go to the local arboretum to explore the trees and adventure playground. Children learn about each other. For example, parents send in photographs of what their children have done at home for the childminder to talk about families and what they like doing.

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Outcomes for children are good

Children are curious learners. For example, they are keen to point out the spider to the childminder and show fascination about how it moves. Children are confident to express their needs. They tell the childminder when they are hungry or when they are tired and need a rest. Children gain good independence skills, such as attempting to use spoons to eat their yoghurt. The childminder prepares children well for their next stage in learning, and moving on to playgroup or school. She takes them to visit local groups and accustoms them to the school environment when she collects older children.

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Setting details

Unique reference number EY469680 Local authority Gloucestershire Inspection number 1049850 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder registered in 2013. She lives in Hucclecote, Gloucestershire. The childminder offers care from Monday to Friday, 7am to 6pm, all year round. The childminder receives funding to provide free early education for children aged two, three and four years. She has an appropriate level 3 qualification.

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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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