Childminder 101166

Inspection date

Previous inspection date 19 September 2016 8 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 carefully watches what children are doing, monitoring their ongoing achievements well. She plans interesting activities that meet their needs. Children make good progress in their learning.  The childminder is a good role model for children. She reminds them to be kind to each other. Children's behaviour is good.  The childminder communicates well with children. For example, she asks older children questions to encourage their thinking and problem-solving skills. She varies her tone of voice and uses gestures to help younger children understand her meaning. All children are developing good communication skills and enjoy interacting with others.  The childminder provides welcoming environments for children. There are plenty of play materials and children can choose what they want to do. Children develop good levels of self-esteem and confidence.

p.1

It is not yet outstanding because:

 The childminder does not gather full information from parents about what children have achieved when they come to her, to help her find their starting point accurately and support children to make the best developmental progress possible.  The childminder misses opportunities to discuss changes or use feedback from parents to help her target improvements in her provision.

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

 make sure that information from parents about what children can already do is used effectively, to help establish children's starting points accurately and inform planning from the outset  extend partnerships with parents to include their ideas and feedback, to help identify changes and improvements that benefit children and better meet their interests and needs.

p.2

Inspection activities

 The inspector observed the quality of the childminder's teaching in the home and outside.  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, planning and self- evaluation.

p.2

Effectiveness of the leadership and management is good

The childminder is enthusiastic about her practice and provision, and is committed to providing good quality care for children. She builds good relationships with parents and shares information about what children are doing and how parents can support their children at home. For example, she has supported parents with toilet training, weaning, and encouraging children to brush their teeth after eating. The childminder has a good understanding of her responsibility to keep children safe. She has reviewed all her risk assessments and updated policies to support children's welfare. Safeguarding is effective.

p.3

Quality of teaching, learning and assessment is good

The childminder engages children well in learning. She provides opportunities for them to develop their ideas. For example, she encouraged children to press the animal cutters into the dough to encourage them to identify and talk about different animals. The childminder teaches children mathematics well. As children picked beans from the plants in the allotment, she asked them to see which was longer or shorter and to count the beans as they put them into the bucket. Children develop and use their imagination well. For example, they shared stories about a baby monkey trying to find its mother and explored the textures of the different animals with the childminder, reacting with excitement as they felt the varied materials.

p.3

Personal development, behaviour and welfare are good

The childminder is responsive to children's needs. When younger children woke from their nap, she recognised that they were hungry and prepared a drink and a snack for them. The childminder helps children to be kind to each other. She praised older children for returning dropped toys to younger ones when they could not reach them. The childminder teaches children about making healthy choices in relation to food. For example, children help to grow fruits and vegetables that they can then try tasting. Children develop good physical skills. For example, they move in different ways and climb under and over things as they play hide and seek with the childminder.

p.3

Outcomes for children are good

Children enjoy being with the childminder. They develop self-care skills, such as collecting their own plates for snack, eating their yoghurts using spoons, and putting plates in the sink to wash them. Children take responsibility for the environment. For example, they readily tidy up toys they have been playing with and put rubbish into the bin. The childminder prepares children for moving on well, including through visits to toddler groups and playgroups, and collecting older children from school.

p.3

Setting details

Unique reference number 101166 Local authority Gloucestershire Inspection number 1061121 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 2

p.4

Name of registered person

Date of previous inspection 8 April 2013

p.4

Telephone number

The childminder registered in 1993. She lives in the Cotswold town of Cheltenham in Gloucestershire. The childminder provides care each weekday from 8am to 5.30pm, all year round.

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