Childminder EY482913

Inspection date

Previous inspection date 17 January 2017 Not applicable

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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

 The childminder provides a warm and welcoming environment where children are encouraged to make their own choices about what they would like to play with.  Children benefit from different experiences, developing their physical skills and understanding of the world. For example, they visit groups, parks and they go on outings to see the boats on the harbour.  The childminder uses her self-evaluation well to review how she could improve her practice. For example, she plans to develop her knowledge on how to support further children's communication skills.  The childminder regularly observes the children to get a good understanding of their learning and interests. She assesses and monitors children's progress well, keeping the parents informed about their children's development.  Children behave well. The childminder is a good role model for children. They are kind to each other and follow routines well. Children show enthusiasm at helping to carry

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This provision is good

out tasks, such as preparing the table for snack time.

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It is not yet outstanding because:

 The childminder does not use her assessments as well as possible to plan for children's individual next steps in learning.  Although children learn about different cultural celebrations, they have few opportunities to see and hear their home languages in the setting.

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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

 make better use of observations and assessments of children's play and learning, to help plan more precisely for their next developmental steps  explore further ways to celebrate children's home languages, to support consistency of care and learning between the setting and home.

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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 reading letters of feedback.  The inspector had a discussion and evaluation of children's learning and development with the childminder.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good understanding of the local procedures that she should follow to safeguard children. She recognises the importance in keeping her knowledge of safeguarding up to date and relevant. The childminder evaluates her practice well, including through working in partnership with other childminders and through seeking the views of the parents. Parents are happy with the care that their children receive. The childminder continues to improve her knowledge of child development. For example, she has recently carried out training to explore how different children learn. This has helped her to reflect on her resources and how she uses them to support children in their play and development.

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Quality of teaching, learning and assessment is good

The childminder knows the children well through her relationships with parents. For example, she uses information from parents to get a detailed starting point for each child. She eagerly interacts with children, modelling language and supporting their play to extend learning further. For example, she introduces mathematical concepts, helping children to recognise size and space when posting the objects in large tubes. The childminder uses children's interests well to plan exciting and stimulating experiences, which motivate children to explore. For example, she used children's love of trains to plan a trip to the train museum so that they could have hands-on experience with the trains. Children develop their physical skills well. For example, they enjoy playing catch with different sized balls and spend time riding up and down on ride-on toys

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Personal development, behaviour and welfare are good

The childminder forms strong bonds with children. Children develop good relationships and frequently include their friends in their play. For example, children run around and laugh when throwing the ball to each other. The childminder successfully helps children to manage their feelings and she acts as a good role model to encourage children to take risks. For example, she helped a child to follow her lead in touching a pretend spider after he expressed a fear of spiders. The childminder helps children to learn about healthy lifestyles. For example, children know the importance of washing their hands before handling food.

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Outcomes for children are good

All children, including those who speak English as additional language, develop good listening skills. Children are supported to develop an interest in reading. For example, the childminder uses story sacks to encourage them to be involved when reading. Children develop the skills that they will need for the next stage in their learning.

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Setting details

Unique reference number EY482913 Local authority Bristol City Inspection number 1075630 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 0

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in Lockleaze, Bristol. The childminder holds an early years qualification at level 3. The childminder works Monday to Friday, from 8am to 6pm, all year round.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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