Childminder EY475550

Inspection date

Previous inspection date 28 February 2017 1 September 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 provides a warm and welcoming environment for the children and their families. Children settle well, are relaxed and happy in her care, and ready to learn.  Effectively planned activities successfully take into account what children need to learn next. Activities engage and motivate children well to learn. Children make good progress in their learning.  The childminder skilfully interacts and engages in play with the children to encourage them to explore. She is a good role model, showing children how to play harmoniously together.  Good partnerships with other settings children attend ensure good consistency of care and learning to meet children's needs.  The childminder evaluates her provision effectively, making changes where needed. For example, after talking with colleagues, she had modified her observations to be more concise, giving her more time to spend with the children.

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It is not yet outstanding because:

 The childminder does not organise resources effectively, so that the children know what is available to them, to follow their own ideas and extend their learning further.  The childminder misses opportunities to encourage children to experiment more, and think of solutions to solve problems.

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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

 increase opportunities for children to select their own resources, to lead their learning and follow their own ideas  use opportunities to encourage children to experiment more, and think of solutions to solve problems.

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Inspection activities

 The inspector looked at a sample of documentation, including training records, suitability checks and children's learning records.  The inspector spoke to the children.  The inspector discussed children's learning and progress with the childminder.  The inspector observed the childminder playing and interacting with the children indoors.  The inspector took into account parents' written views about the quality of the setting.

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Effectiveness of the leadership and management is good

The childminder uses effective systems to identify any gaps in children's learning promptly and ensure that they make good progress. For example she completes twice-yearly progress checks on all children, which she shares with parents, and gathers their input. The childminder gains detailed information from parents when children first start, so she has good starting points to inform her planning. The childminder ensures she keeps up to date with any changes by linking with other childminders and reading professional articles, which helps her to improve the quality of her teaching. For example, she now uses children's interests from home to support her more effectively when planning activities, which engage children well. Safeguarding is effective. The childminder updates her knowledge through relevant training and knows the procedures to follow if she is concerned about a child.

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Quality of teaching, learning and assessment is good

The childminder involves parents well in their children's learning, so parents can continue their child's learning at home, providing good continuity. The childminder supports children's good communication and language, and their vocabulary effectively. For instance, she repeats their mispronounced words correctly, and provides a commentary of their play to give them words to their actions. The childminder supports children's early mathematics skills well during everyday routines. For example, she encourages the children to count the steps on the way to the bathroom and to think about the shape of the biscuit they are decorating.

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Personal development, behaviour and welfare are good

Children are independent and learn well to manage their personal care needs. The childminder provides daily opportunities for children to be physically active, such as playing in the garden and local parks, and going to a weekly outdoor learning session. The childminder uses resources well to help children understand feelings and emotions, and learn to share. For example, she uses a doll and books to demonstrate how to share, and reminds the children to be gentle and not hurt the doll. She builds children's confidence well. For instance, she asks them how to comfort the doll when it is 'crying' and follows their lead. The childminder supports children well to keep safe. For example, she reminds them to stay in her sight when on outings, and to hold hands when crossing the road.

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Outcomes for children are good

Children gain good skills that prepare them well for the next stage in their learning, including going to school. They extend their creative skills well and develop good early writing skills. For example, when they decorate biscuits, draw, and engage in role play. Children behave well and learn good social skills, such as how to play together and share.

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Setting details

Unique reference number EY475550 Local authority South Gloucestershire Inspection number 1071840 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 1 September 2014

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Telephone number

The childminder registered in 2014 and lives in Hanham, Bristol. She operates her service four days a week from 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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