Childminder EY445559

Inspection date

Previous inspection date 28 June 2016 17 April 2013

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 forms secure attachments with children. She is a good role model and supports children well. Children develop good self-esteem and confidence.  The childminder makes accurate assessments of children's learning and development. She uses information from parents and her own observations to establish children's starting points and plan their next steps in development. Children make good progress in their learning.  The childminder provides a stimulating environment with plenty of play materials accessible to the children. Children have good control over the choices of what to play with. They join in enthusiastically with activities.  Children are curious learners who are keen to explore and share their ideas. They talk confidently with the childminder and express their needs well.  The childminder has improved her knowledge and understanding of children's development since her last inspection. She plans varied activities that interest and

p.1

It is not yet outstanding because:

 The childminder does not always recognise opportunities to encourage children to take care of their environment, such as helping to put toys away.  Occasionally, the childminder does not offer the best possible support for children to learn the names for objects to support their language skills.

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

 encourage children to learn to take responsibility for the environment, especially during routine times of the day  provide more consistent support for children to develop their vocabulary.

p.2

Inspection activities

 The inspector observed the quality of the childminder's teaching in the home.  The inspector took into account the views of parents through discussion and 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 records of training and suitability checks, planning and self-evaluation.

p.2

Effectiveness of the leadership and management is good

The childminder makes good evaluations of her practice and provision. She has used feedback from parents and children to make positive changes. For example, she has added a gazebo to the garden so children can play outside in all weathers. The childminder has made good use of support from other professionals and additional training. She has improved the way that she shares and monitors children's learning and plans for their development. She provides parents with information about the activities that children will take part in each week. Safeguarding is effective. The childminder has updated the risk assessments for her home, garden and outings to make sure that she keeps children safe. She knows what to do if she has concerns about a child's welfare.

p.3

Quality of teaching, learning and assessment is good

Children are enthusiastic learners and enjoy trying out new things. For example, they experimented with a push button car to see whether it worked faster on the floor or the table. The childminder encouraged them to think about the differences between the carpet, which is bumpy, and the table, which is smooth. Children decided that the smooth surface made the car go faster. The childminder provides children with materials to draw and practise writing skills. For example, they used large chalks and drew lines on the blackboard, telling the childminder that they had drawn themselves. The childminder takes advantage of children's interests, such as when they explore blocks, to teach them mathematics and colours. She encourages them to count how many they have put into different containers and to say and match the colours.

p.3

Personal development, behaviour and welfare are good

The childminder teaches children about healthy choices in food, such as through discussions at snack times. She prepares children well for moving on to the next stage in their learning. For example, she takes them to visit local toddler groups and collects older children from school. The children show care and concern for others. For example, they used cutters with the childminder when playing with dough and responded with a polite 'Thank you' when they shared their tools. The childminder encourages children to think about different people and share special occasions, for example, making celebratory cards.

p.3

Outcomes for children are good

Children have fun with the childminder and enjoy their time with her. They progress well in their learning and develop good self-care skills. For example, children are able to tell the childminder when they are hungry or thirsty and can collect their own drinks.

p.3

Setting details

Unique reference number EY445559 Local authority Gloucestershire Inspection number 1049570 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 1

p.4

Name of registered person

Date of previous inspection 17 April 2013

p.4

Telephone number

The childminder registered in 2012. She lives in the village of Ebley near Stroud in Gloucestershire. The childminder offers care from 8am to 4pm on Tuesday and Friday, term time only. The childminder is able to receive funding to provide free early education for children aged two, three and four years.

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