Childminder EY468043

Inspection date

Previous inspection date 26 January 2017 7 May 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 knows the children in her care very well. She provides a stimulating environment for them to investigate, and they are keen to explore. All children make good progress from their initial starting points.  The childminder builds strong relationships with children from the start. She is a good role model for children and makes the most of every opportunity to teach children how to cooperate, share and take turns.  The childminder teaches children to respect and celebrate each other's differences. She helps them understand that their individual views are important. She supports their knowledge of their community and the diversity of the wider world. For example, children eat fortune cookies, observe dragon dancing and celebrate Chinese New Year.  The childminder keeps parents fully informed about their children's learning and how this can be extended at home. Parents are very complimentary about the childminder.

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This provision is good

They say they are extremely happy with the care that she provides.

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It is not yet outstanding because:

 The childminder does not recognise opportunities to extend children's mathematical knowledge and understanding of mathematical concepts to the highest level.  The childminder does not consistently use the views of parents and children to help her identify further areas for development.

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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 opportunities to develop children's mathematical knowledge and understanding of mathematical concepts  build on self-evaluation procedures and seek and use the views of parents and children to help identify further areas for development.

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Inspection activities

 The inspector observed the quality of teaching during a range of activities and assessed the impact this has on children's learning.  The inspector checked a sample of documentation, including children's learning records, safeguarding records and a selection of certificates and policies.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector took into account the views of parents from written feedback and questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps up to date with changes in child protection legislation. She understands the procedures to follow if she has any concerns regarding a child's welfare. The childminder assesses her home daily to help keep children safe. She has a good understanding of the needs of children in her care. For example, she monitors and tracks their progress, and any children requiring additional support quickly receive the help they need. The childminder is experienced. She makes effective use of professional development opportunities to help her improve her teaching. For example, she confidently talks about how training has helped her to expand her knowledge and maintain children's good outcomes. The childminder has addressed the recommendations raised at the last inspection. She works in partnership with a range of professionals to ensure children benefit from consistency in their care and learning.

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Quality of teaching, learning and assessment is good

The childminder continually observes and assesses children's progress. She uses this information to inform and plan for the next steps in learning. She supports children's communication and language skills well. For example, she engages them in meaningful conversations and models new vocabulary such as 'rooster' and 'hatching'. The childminder supports children's interest in sensory exploration. For example, children enjoy being artistic and use water, glitter and glue to be creative. The childminder gives children good opportunities to be imaginative in their play. For example, together they paint the fence with water, and wash their toys in readiness for their special friends coming to tea. The childminder engages children well in stories. She quickly responds to requests to read and to look at favourite books together.

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Personal development, behaviour and welfare are good

Children form secure emotional attachments with the childminder and demonstrate a strong sense of belonging in her care. The childminder supports children to develop good health and hygiene practices. For example, she helps them to understand the importance of washing their hands, and they thoroughly enjoy the healthy snacks and meals provided. Children have regular opportunities to be physically active in the fresh air. They have fun climbing and they investigate natural objects, such as stones and sand.

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Outcomes for children are good

Children acquire the essential skills they need to prepare them in readiness for school. They are sociable, confident and independent. They willingly try new experiences. Children develop their early writing skills extremely well. For example, they recognise their names and they write and sound out the letters associated with different objects.

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Setting details

Unique reference number EY468043 Local authority Gloucestershire Inspection number 1069701 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 4 Number of children on roll 4

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Telephone number

The childminder registered in 2013. She lives in Dursley, Gloucestershire. She operates all year round from 7.30am to 6pm, Monday to Thursday.

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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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