Childminder EY462664

Inspection date

Previous inspection date 28 November 2016 23 January 2014

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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

 Children learn well through the stimulating activities that focus on their interests and next steps in learning. For example, the childminder provides conkers and pasta to develop children's mathematical understanding of capacity and size. The childminder effectively supports children to solve problems and think things through for themselves.  The childminder makes good use of her training to develop the children's knowledge and skills. This has enabled her to support their creative thinking more to move objects and combine, line up, take apart and put them back together.  Accurate assessments and effective monitoring of children's progress support the childminder well to plan challenging experiences that meet their needs.  Children's behaviour is good. The childminder has clear behaviour expectations and children are happy, confident and self-assured. The childminder is respectful in her interactions and this supports the children to develop positive relationships.

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This provision is good

 The childminder engages parents well in their children's learning. She regularly shares children's achievements and ideas to encourage further learning at home.

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It is not yet outstanding because:

 The childminder misses opportunities to support younger children more to imitate words and sounds to extend their developing language skills.  The childminder does not extend opportunities at mealtimes, so children can do things for themselves.

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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

 help younger children more to imitate words and sounds more frequently  extend opportunities for children to do things for themselves, especially at mealtimes.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning.  The inspector held discussions with the childminder and spoke to parents.  The inspector sampled a range of documentation including observation, assessment and planning records; training certificates; safeguarding documentation; and parent questionnaires.  The inspector spoke with the children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder uses her informative policies and procedures well to help her support children's well-being. She shares these effectively with parents, so they understand her practices to keep children safe. The childminder is clear about child protection issues and the procedures she needs to follow should she have any concerns. The childminder effectively reflects and responds to the views of children, parents and professionals to continuously improve the care and learning she provides. For example, she has recently improved her written observations of children, so they provide more- detailed information and lead to better-planned experiences that excite and motivate children to learn.

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Quality of teaching, learning and assessment is good

Children learn well through their play. The childminder interacts positively with the children who welcome her in their play and she extends their ideas well. For example, she questions them skilfully, challenging the children's thinking and gives them time to respond, encouraging children to learn through trial and error. Children are confident learners. Initial and ongoing information from parents contributes well to the childminder's assessments of the children and help her to refer to family connections within their day. For example, the childminder used information about the children's holidays to teach them about similarities and differences, and how to say 'hello' in different languages. Children develop a good sense of belonging, feel secure and are ready to learn.

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Personal development, behaviour and welfare are good

Children settle in well. They enjoy opportunities to initiate their own play and join in planned activities with the childminder. Children understand the expectations for good behaviour and are motivated to achieve. Children are happy. They sing, smile and laugh. They play imaginatively and involve others in their play ideas, developing their confidence and relationships. Children are emotionally secure, and express tiredness, frustration and ask for help when they need it. With good support from the childminder, they confidently explore feelings during story time. Children enjoy being outdoors and physically active, with access to varied activities such as 'forest fun'. Children enjoy attending a music session with the childminder where they also develop their literacy skills.

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Outcomes for children are good

Children are confident, motivated learners and develop important skills they need for their next stage in learning including moving on to school. Children develop good mathematical skills. For example, they spontaneously use numbers in play and enjoy experimenting with space, shape and measurements. Children make good progress from their starting points.

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Setting details

Unique reference number EY462664 Local authority Bristol City Inspection number 1069304 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 5 Number of children on roll 6

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Name of registered person

Date of previous inspection 23 January 2014

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Telephone number

The childminder registered in 2013 and lives in the Shirehampton area of Bristol. She has links with the local pre-school and schools in the area. The childminder operates her service on Monday to Thursday throughout the year.

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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

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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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