Natalie Jane Kulesz

Inspection date

Previous inspection date 6 October 2016 13 June 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's teaching is of a consistently high quality. She provides imaginative and interesting experiences that motivate children and ensures they have fun learning. Children make good progress in their learning and development.  Children enjoy a wide range of activities in the childminder's home and on visits to places of interest, such as wildlife parks, toddler groups and the forest school.  The childminder strives continuously to improve the provision for children through regular evaluation of her practice. She improves her knowledge and develops her teaching skills, such as by sharing ideas with another childminder. For example, she improved boys' engagement in activities by providing engaging activities based on their interest in cars to develop further their all-round learning.  Strong partnership with parents helps the childminder to know children's individual needs and starting points, and to identify when they may need additional support.

p.1

This provision is good

 Children develop good levels of curiosity and imagination through the provision of well- planned and resourced activities, often linked to the natural environment. Children engage well in exploring their environment through play-based activities. They develop good concentration, confidence and independence.

p.1

It is not yet outstanding because:

 The childminder does not always fully support some aspects of children's early reading skills. Children do not have regular opportunities to learn that print carries meaning.

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

 develop the good quality teaching to help children make the best possible progress in their literacy development, particularly their early reading skills.

p.2

Inspection activities

 The inspector took account of the views of some of the parents.  The inspector reviewed a sample of the childminder's documentation.  The inspector discussed the childminder's self-evaluation with her.  The inspector observed a number of activities and the childminder's teaching.  The inspector spoke to the children and held discussions with the childminder.

p.2

Effectiveness of the leadership and management is good

The childminder carefully monitors the individual needs of children and the progress that they make. She provides specific activities to ensure they are effectively involved in learning. For example, she uses her own professional and artistic skills very well to provide creative activities that support children's learning. Safeguarding is effective. The childminder provides a safe environment for children. Children's attendance is carefully recorded, and there are procedures in place for the safe handover of children at the end of the session. The childminder carries out effective risk assessments of her home and for trips and outings so children play in safety. The childminder is very receptive to parents' suggestions and listens to children's ideas. She works well with parents, communicating effectively with them to support and involve them in their children's care and learning.

p.3

Quality of teaching, learning and assessment is good

The childminder ensures parents share initial information about their children when they first attend. She provides interesting activities based on children's current interests, and their age and stage of development, to help them meet their next steps in development. The childminder makes regular assessments of children's learning and uses them to provide suitably challenging activities for their next steps in learning. The childminder supports children's communication and language skills well. For example, she makes effective use of questioning to deepen their understanding, and introduces new words into their vocabulary.

p.3

Personal development, behaviour and welfare are good

The childminder encourages children to play cooperatively and to share with one another. Behaviour is good because children feel safe. Children learn how to play safely. Relationships are strong because of the warm and caring nature of the childminder. Children quickly form strong attachments with her. Their welfare is given high priority by the childminder, who supports children's understanding of a healthy lifestyle. She provides regular opportunities to support children's physical development in the outdoors, and encourages children to take on new challenges to build their self-confidence.

p.3

Outcomes for children are good

Children are extremely settled, confident and secure in the caring surroundings. They engage regularly in conversations and their language develops well. They learn about cultural diversity through a variety of festivals and celebrations during the year. Children learn to be independent and they make good progress from their starting points. They are prepared well for the next stage of their education.

p.3

Setting details

Unique reference number EY455477 Local authority Gloucestershire Inspection number 1063147 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 4

p.4

Name of registered person

Date of previous inspection 13 June 2013

p.4

Telephone number

The childminder registered in November 2012. She lives in the Abbeydale area of Gloucester. Care is available on Monday to Friday between 8am and 6pm throughout the year. The childminder holds qualified teacher status.

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