Childminder EY391226

Inspection date

Previous inspection date 24 January 2017 10 June 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

 The childminder's effective self-evaluation and action plans help her to ensure good- quality outcomes for children. For example, she changed her systems of observation and assessment to make these more immediately accessible to parents. This led to parents contributing more information about children's achievements at home, which the childminder uses very well when planning for future progress.  All children make good progress from their starting points and some exceed expected levels of development. The childminder's very good relationships with other professionals, including other early years settings, ensure plans for future progress have a shared and consistent approach to children's development.  The childminder is a good role model and teaches children well about care and respect for others, and this is reflected in their behaviour. Children eagerly take part in learning activities and explore resources. Children's self-esteem is very good. They show

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This provision is good

through their high levels of confidence that they feel emotionally secure.

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It is not yet outstanding because:

 The childminder does not consistently ensure that all resources accessible to younger children are age appropriate.  Although the childminder uses her garden well to encourage children's physical development and interest in nature, there are few opportunities to explore other areas of learning when outdoors.

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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 sure all resources accessible for very young children are suitable and age appropriate  provide more variety and challenge to further extend children who prefer to learn outdoors.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities indoors.  The inspector talked to the childminder about how she plans learning activities and monitors children's progress.  The inspector talked to children and read feedback from parents.  The inspector sampled required documents, including attendance records and safeguarding procedures.

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Effectiveness of the leadership and management is good

The childminder seeks to continually improve her knowledge, and is very well motivated. She uses training opportunities, professional networks and independent research effectively to extend learning opportunities for children. For example, she has extended role-play resources so they are more interesting to boys and allows them to be superheroes. The childminder's good monitoring has shown that this has improved their communication and language skills. Safeguarding is effective. The childminder has a good understanding of local safeguarding procedures and what action to take to protect children from harm.

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Quality of teaching, learning and assessment is good

The childminder uses her very good knowledge of each child to plan interesting and challenging activities indoors that children thoroughly enjoy. She uses children's love of books and stories most effectively as the starting point for a range of activities. For example, having read about animals that live in the snow, the childminder encouraged children to build a snowy landscape. Children used resources creatively, such as using glittery play dough to make a snowy hill for the animals to go sledging, and making burrows for them in which to sleep. The childminder develops children's understanding of numbers, shapes and measurement indoors very well. For example, children sorted through a basket to find different outfits for the dolls. The childminder encouraged them to sort the clothes into groups according to which doll the children thought they would fit. They put the dolls' shoes into pairs and measured them to identify to which doll they

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Personal development, behaviour and welfare are good

Children learn to positively understand and respect difference and diversity. For example, they understand why some people are vegetarian and can explain what this means. They learn well about each other's cultures and beliefs, and enjoy using the computer to see how different places celebrate them. Children's understanding of health and hygiene is very good. For example, older children talk to the childminder about why they must brush their teeth properly, and why it is important to have checks from the dentist to keep their teeth healthy.

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Outcomes for children are good

All children develop good skills that prepare them well for the next stage in their learning, including going to school. They are very independent. For example, toddlers know how to wash their hands properly before meals and manage well without adult help. Older children are kind and helpful to the younger ones. For example, they showed them how to blow through the harmonica to make sounds, very patiently encouraging them and celebrating their success with 'hi-fives' all round.

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Setting details

Unique reference number EY391226 Local authority Somerset Inspection number 1068938 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 10 June 2014

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Telephone number

The childminder registered in 2009 and lives in Frome, Somerset. She works on Mondays and Tuesdays from 7.30am to 6pm during term times only.

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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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