Childminder in South Gloucestershire

Inspection date

Previous inspection date 23 November 2016 28 August 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 has a clear commitment to her continuous development. She is undertaking an early years qualification to increase her knowledge and understanding of child development. She uses her skills well to support children with their development, such as through using hand signs to support early communication skills. Children make good progress in their learning.  The childminder is a good role model for children. She teaches children to be caring and considerate towards other children and the pets. For example, children act positively and politely towards each other, and they learn to stroke the dog 'gently'.  Children learn about the wider world and the local community, including through celebrating festivals and cultural events. Children have access to resources that reflect diversity to help them to learn about the similarities and differences between them and other people.  Children are encouraged to have new experiences to enrich their learning. For example,

p.1

This provision is good

they enjoy exploring musical instruments and start to express themselves through the different sounds that they make.

p.1

It is not yet outstanding because:

 At times, not all children become fully involved during planned group activities.  The childminder does not make the best use of opportunities to support children's early literacy skills as well as possible.

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

 review how mixed-age group activities are planned and organised so that all children are fully engaged and challenged in their learning  make better use of opportunities to enrich children's interest in books and early reading skills, as part of their literacy development.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector sampled a range of documentation.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector took into account the views of parents and carers through sampling feedback forms and questionnaires.  The inspector had a discussion and evaluation of children's learning and development with the childminder.

p.2

Effectiveness of the leadership and management is good

The childminder evaluates her practice well. She considers how her setting meets the needs of the children and makes changes to improve the children's experiences. For example, she has introduced sensory resources to her environment to provide children with more opportunities to explore. The childminder has a good understanding of the local procedures to follow to safeguard children. She implements rigorous procedures to recruit her assistants, to ensure that they are suitable to be working with children. Arrangements for safeguarding are effective. The childminder has developed good partnerships with other professionals who are involved in the children's care. She shares information effectively with them to support children with their learning.

p.3

Quality of teaching, learning and assessment is good

Overall, the childminder is a good teacher. She makes regular observations and assessments of children to plan activities that extend their learning. She shares information with children's parents so that they are able to support their children with their learning at home. The childminder helps children to learn early mathematical concepts, such as recognising and naming shapes. The childminder is skilful at extending children's ideas to help them to learn new skills. For example, she uses children's interest in shapes to encourage them to begin to count. The childminder provides children with opportunities to be sociable, including through visiting local toddler groups, soft-play areas and parks. Children learn to be confident in new situations and are able to play cooperatively with their peers.

p.3

Personal development, behaviour and welfare are good

The childminder knows the children well; she follows their routines to help them to feel secure and happy in her setting. Children develop good attachments to the childminder and are confident in her care. The childminder allows children time to make choices about their play. She arranges the resources to allow children to access them independently. Children develop friendships and share the resources well. The childminder carries out risk assessments and she teaches children about hazards in the environment and of how to stay safe.

p.3

Outcomes for children are good

Children make good progress from their starting points; they develop good language and communication skills, which support them to be sociable. Children learn to be independent; even the youngest children are encouraged to feed themselves using cutlery and older children take pride in tidying away the toys.

p.3

Setting details

Unique reference number EY453163 Local authority South Gloucestershire Inspection number 1063012 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 5 Number of children on roll 7

p.4

Name of registered person

Date of previous inspection 28 August 2013

p.4

Telephone number

The childminder registered in 2013. She lives in the Longwell Green area of Bristol. The childminder offers her service Monday to Friday from 8am to 6pm. At times, the childminder works with an assistant.

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