Childminder EY338923

Inspection date

Previous inspection date 27 January 2017 18 March 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 and her assistants provide a welcoming environment where they support children's emotional well-being effectively. In particular, from the onset, babies form strong bonds with the caring adults, who comfort and reassure them successfully.  The childminder plans a range of positive experiences that includes children's interests and style of learning, and provides good choice. Observation, assessment and planning arrangements are effective. Children make good progress from their starting points.  The childminder evaluates her provision effectively to drive improvement and considers the views of parents and children well. She has made good progress since her last inspection, for example, gaining consent from parents to administer medication.  The childminder supports her assistants well in their professional skills to enable consistently good-quality care and teaching. For example, they interact very well to

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This provision is good

support children's good communication and language skills.

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It is not yet outstanding because:

 On occasion, the childminder and her assistants do not help children to understand possible consequences of their actions to keep themselves safe, to recognise how their actions may affect others and to learn about their feelings.  The childminder does not successfully encourage all parents to share information about what their children learn at home, to use in her assessment and planning for children's continued progress.

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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 children to understand and express their feelings more, recognise the effects their actions have on others and understand practices that help them to stay safe  encourage parents more to share information about what their children learn at home, to inform the assessment and planning process even further.

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Inspection activities

 The inspector observed the childminder's and her assistants' interactions with children as they played inside.  The inspector completed a joint observation with the childminder and talked about children's learning.  The inspector spoke with parents at the inspection and considered their written views.  The inspector spoke with the childminder and her assistants about their understanding of the early years foundation stage requirements.  The inspector sampled documentation, including children's assessment records, the childminder's self-evaluation, and her policies and procedures.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder follows rigorous systems to enable the safe collection of children by suitable, known and authorised adults. The childminder and her assistants have a good understanding of their responsibilities to report any concerns about a child's welfare to appropriate authorities. The childminder effectively ensures the suitability of assistants. There is good sharing of information with other early years settings children attend to support a consistent approach to children's learning and development. The childminder tracks children's progress effectively and identifies gaps in their learning to provide support when required. The childminder improves her skills well, for example, sharing ideas with other professionals and accessing online training.

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Quality of teaching, learning and assessment is good

The childminder gains a wide variety of information from parents when children start at the setting to successfully plan initial activities to help children settle. The childminder and her assistants use their knowledge and skills well to build children's communication and language effectively. For example, they make stories come to life for babies using different voices, and encourage their active involvement. The childminder and assistants provide good opportunities for children to explore mathematical language in their play, for example, to count the hidden pasta in the flour and to explore different shapes. Children show an interest in the world around them and solve problems. For example, they demonstrate how the sun shines in their eyes if they move the stainless steel jug.

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Personal development, behaviour and welfare are good

Children are motivated learners. They show a good sense of pride in their achievements. For example, when children successfully follow instructions to build a sandcastle, they spontaneously hug the assistant, sharing their success. The childminder and assistants work closely with parents to meet children's care needs effectively. For example, they follow good hygienic practices when changing nappies to protect children from cross- infection and maintain their well-being. Children show a good understanding of daily routines. For example, they know the importance of washing their hands before they eat.

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Outcomes for children are good

Children develop good skills that help them settle well into school. They learn to be independent. For example, they enjoy the responsibility of preparing their snack and use knives safely under the childminder's close supervision. Babies show curiosity in the world around them. For example, they investigate how their actions, such as lifting a flap, cause an electronic toy to make different sounds. Children communicate well and use mathematical language successfully in their play.

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Setting details

Unique reference number EY338923 Local authority North Somerset Inspection number 1075425 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 18 Number of children on roll 17

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Name of registered person

Date of previous inspection 18 March 2016

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Telephone number

The childminder registered in 2006 and lives in Locking, near Weston-Super-Mare, North Somerset. She operates her service on Monday to Friday from 7.30am to 6pm, all year round. The childminder employs three part-time assistants. She receives funding to provide free early education for children aged two, three and four years. The childminder holds an early years qualification at level 3.

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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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