Childminder EY426443

Inspection date

Previous inspection date 11 August 2016 15 November 2012

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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 built excellent relationships with the children in his care. They are extremely happy and stimulated and enjoy their time with him. They happily separate from parents in the mornings and settle in quickly.  The childminder is skilful at engaging children in their learning. Children seek comfort and are rewarded with warm, nurturing interactions. Children are motivated to learn from him and relish the opportunities provided to interact in fantasy and imaginative play.  The childminder has very strong knowledge of the signs and symptoms that may cause concern about a child's welfare. He understands the procedures to follow to support and protect children. He keeps his knowledge up to date with new legislation and statutory requirements.  Children make good progress from their starting points. Children grow in their self- confidence, which supports their learning. All children are well supported to gain skills

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This provision is good

for the next stages in learning, including their eventual move on to school.

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It is not yet outstanding because:

 The childminder does not build as well as possible on children's interest in learning about cultures and religions beyond their own experiences.  The arrangements to monitor and track children's progress do not provide the most precise picture possible to support the childminder to target teaching.

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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

 increase opportunities for children to learn about cultures and celebrations beyond their own experiences  develop further the systems to monitor children's progress to help consistently target teaching as precisely as possible.

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Inspection activities

 The inspector spoke to the childminder at appropriate times during the inspection.  The inspector took account of the views of parents spoken to during the inspection.  The inspector sampled documentation including children's records, policies and procedures.  The inspector observed the children in the indoor and outdoor environments.

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Effectiveness of the leadership and management is good

The childminder has a solid understanding of the statutory requirements of his role and meets these well. He works effectively with his co-childminder and her assistant to meet children's care and learning needs. Safeguarding is effective. The childminder is committed to improving his service and evaluates the provision well, for example, by seeking the views of parents and children. He has made progress since his last inspection and continues to identify priorities for improvement. He keeps his knowledge up to date to continually strengthen his teaching. The childminder encourages parents to be involved in their children's learning. For example, parents provide photographs for the family tree display and comment on their children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder skilfully utilises everyday activities and the environment around him to introduce mathematical ideas, such as counting and colours. He models language well and supports children to learn new words and phrases; for example, by using repetition, singing and stories. The childminder engages effectively in imaginative play. For example, children enjoyed talking about flying a fallen tree to the moon with the childminder while on a trip to the park. All children benefit from the childminder's enthusiasm and ability to inspire and stimulate them to learn, including those who speak English as an additional language. The childminder skilfully extends children's learning and encourages them to think for themselves and create their own ideas.

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Personal development, behaviour and welfare are good

Children have positive relationships with the childminder and each other. Older children sensitively support the younger ones. Children behave well and are polite and respectful of the childminder and one another. The childminder understands how to support children to feel happy and safe in his care and achieves this effectively. He meets their care needs well and supports children to gain these skills themselves to help their physical and emotional well-being. For example, he turns everyday tasks into games and races. The childminder encourages children to eat healthy meals while in his care. Children are supported to share resources and take turns.

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Outcomes for children are good

Children are happy and motivated learners who gain skills for the next stages in their learning. They gain early literacy and mathematics skills, as well as learning how things work. For example, children watch with interest as the childminder demonstrates changing batteries in toys when they stop making noises. Children gain skills in independence and self-confidence to support their future learning.

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Setting details

Unique reference number EY426443 Local authority Bristol City Inspection number 1059001 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 15 November 2012

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Telephone number

The childminder registered in 2011. He lives in the St George area of Bristol. He works with his wife, who is also a registered childminder. The childminder works from Monday to Thursday, 7.30am to 6pm, all year round.

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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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