Childminder EY433423

Inspection date

Previous inspection date 8 February 2017 28 November 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 is enthusiastic in her teaching. She provides good support for children's communication and language development. She talks to children and responds positively to the babbles of the youngest children.  The childminder knows the children well and she provides a good range of activities and balanced resources that challenge and interest children. This helps children to make good progress in their learning from their starting points.  Children are happy, confident and demonstrate that they feel safe and secure in the homely environment. The childminder swiftly builds close attachments with new children, which helps them settle quickly.  The childminder has completed recent training, including mark making for boys, which contributed to her professional development. She evaluates her practice regularly to help her make improvements in her provision, such as resources in the garden.

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It is not yet outstanding because:

 The childminder does not have a consistent approach to teaching children about good personal hygiene practices. For example, the childminder does not wash young children's hands before they eat lunch.  The childminder does not make the most of opportunities to regularly exchange information with staff at other early years settings children attend to improve consistency in the support children receive in their learning.

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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

 extend children's understanding about the importance of good personal hygiene practices  build on the links with other early years settings that children attend so all adults can contribute effectively to their learning and development.

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Inspection activities

 The inspector observed activities and the quality of teaching in the playroom of the childminder's home.  The inspector checked evidence of suitability for all adults living on the premises, the childminder's self-evaluation and her improvement plan.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector sampled a range of documentation, including children's records, safeguarding procedures and the childminder's written policies and procedures.

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Effectiveness of the leadership and management is good

Safety of the children is a priority for the childminder. She follows good procedures to enable children to be safe in her home, for example, keeping the front door locked when children are present. The childminder has a good understanding and awareness of child protection procedures and updates her knowledge regularly. Safeguarding is effective. The childminder evaluates her practice regularly to help her improve the outcomes for children. Since her last inspection, she has made changes to help children develop their independence skills further and become more aware of why a healthy diet and fresh air are important. The childminder monitors children's progress well, which provides her with a good awareness of how she can extend their learning further. Partnerships with parents are good. The childminder keeps parents fully informed of their children's progress.

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Quality of teaching, learning and assessment is good

Children are eager to learn and explore. The childminder talks to children about what they are doing and asks questions to help them think and problem-solve. She successfully engages and interacts with the children to support and extend their learning and development. The childminder makes sure there is room for younger children to crawl around and explore the world around them. For example, they enjoy going into the den, hiding, and exploring the textures of shiny paper and cushions. The childminder helps the youngest children to stand and balance, and they access toys and resources to support their developing mobility. Children have opportunities to explore different textures and watch how materials can change. For example, they observe what happens when the childminder adds water and food colouring to cornflour.

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Personal development, behaviour and welfare are good

Children settle quickly with the childminder and enjoy her company. They have a close attachment to the childminder and are happy to go to her for reassurance and a cuddle. The childminder makes good use of the detailed information she gathers from parents, so she is fully aware of children's individual needs and routines and can meet these effectively. The childminder provides a safe and child-friendly environment for children to explore indoors and outdoors and develop their independence. She uses high levels of praise and encouragement, helping children to feel proud of their achievements and building their self-esteem.

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Outcomes for children are good

Children are well prepared for their next stages in their learning, such as starting school. Young children enjoy exploring and moving around the rooms with ease. Children develop their sensory skills as they explore natural resources, such as shiny paper, wooden spoons and musical instruments.

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Setting details

Unique reference number EY433423 Local authority Gloucestershire Inspection number 1071439 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 28 November 2014

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Telephone number

The childminder registered in 2011. The childminder's core hours of work are Monday to Friday from 7am to 7pm 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

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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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