Childminder EY465638

Inspection date

Previous inspection date 3 January 2017 1 April 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

 There are effective partnerships with other providers and professionals where children's care and learning is shared, which contribute to meeting children's individual needs well.  The childminder has a good understanding of how children learn. She completes regular observations and assessments, which she uses effectively to plan for their future learning. Children make good progress in their learning and development.  The childminder keeps parents accurately informed of their children's achievements and involves them with their children's learning. For example, she shares information effectively through discussion, contact books and the sharing of resources, which support good continuity in children's experiences.  Children have warm and close relationships with the childminder. She helps children to settle well into her setting, and they feel safe and secure.  Children behave well. The childminder is a good role model. Consequently, children are

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This provision is good

polite, considerate, demonstrate respect for each other and understand the importance of helping others and taking turns in their play.

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It is not yet outstanding because:

 Children have limited opportunities to develop an understanding of the similarities and differences between themselves and others.  The childminder misses some opportunities to encourage children to learn how to keep themselves safe, particularly in regard to some outdoor equipment.

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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 children's understanding of the similarities and differences between themselves and others  make the most of opportunities to help children learn how to keep themselves safe.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector looked at a sample of documents including children's learning records, risk assessments, the childminder's self-evaluation, and policies and procedures.  The inspector and childminder jointly considered the impact of teaching on children's learning.  The inspector took into account parents' written feedback.

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Effectiveness of the leadership and management is good

The childminder pays good attention to improving her service. For example, she has enhanced opportunities to support young children's mathematical development since the previous inspection, which has helped her maintain her good standards. The childminder monitors children's progress carefully and, as a result, ensures all children make good progress in their learning from their starting points. She continues to attend training to extend and develop her professional knowledge. For example the childminder has made good use of new learning to support children's communication skills. Safeguarding is effective. The childminder has a good knowledge of up-to-date child protection issues and is clear on her responsibility to keep children safe. She knows exactly what to do if she has any concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder seeks detailed information from parents on what their children already know and can already do for themselves. She uses this knowledge well as starting points for children's learning. The childminder challenges children effectively to develop their listening and concentration skills. For example, children concentrated and listened carefully to identify and discuss environment noises during a lotto sound game. The childminder engages in children's play very effectively to support their learning. She supports them to solve problems independently. For example, children used their own ideas to successfully separate colourful dried rice and pasta using colanders and funnels.

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Personal development, behaviour and welfare are good

The childminder develops children's awareness of healthy lifestyles effectively. For example, they learn about the importance of washing their hands after playing outdoors and before handling food. The childminder has high expectations for children's independence. For example, children competently take an active part in making sandwiches for their lunch and access their own drinking water when they are thirsty. Children enjoy regular opportunities to be physically active, such as in the garden, on walks and visits to local parks, to extend their physical skills. The childminder uses praise effectively and children are proud of their achievements such as their colourful drawings.

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Outcomes for children are good

Children develop good skills that prepare them well for their future learning and school. They enjoy learning, are independent and concentrate well. Children are confident communicators and listen attentively. They develop good early literacy skills. For example, children recognise letters that are important to them, such as in their names, and link sounds to letters. Children develop good social skills; they take turns and learn to play cooperatively with others.

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Setting details

Unique reference number EY465638 Local authority South Gloucestershire Inspection number 1069504 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 1 April 2014

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Telephone number

The childminder registered in 2013. She lives in Keynsham on the outskirts of Bristol. The childminder receives funding for the provision of free early education for children aged two, three and four years. She works all year round, Monday to Friday, apart from family holidays.

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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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