Childminder in South Gloucestershire

Inspection date

Previous inspection date 28 February 2017 22 September 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children behave well. The childminder sets clear boundaries and praises positive behaviour. She helps build children's emotional well-being.  The childminder supports children and families well during settling-in periods. She ensures all children are prepared for their next stage of learning.  The childminder is committed to her professional development. For example, she attends regular training and complete useful self-evaluation which helps her to continuously improve her teaching and care.  Partnerships with parents are good. Through regular communication, the childminder shares information effectively and involves parents well in their children's learning.  The childminder develops children's mathematical skills well. For example, children learn about number, shape and size.  The childminder forms good relationships with other relevant professionals to support children's learning, including children who have special educational needs.

p.1

It is not yet outstanding because:

 On occasion, the childminder does not recognise when to intervene in activities to offer ideas or information to extend children's knowledge and vocabulary even further.  The childminder does not organise resources or opportunities as well as possible to encourage children to practise their early writing skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 make better use of opportunities that arise to build on children's interest in activities to extend their knowledge and language skills more fully  review and improve the support and encouragement for children to practise their early writing skills.

p.2

Inspection activities

 The inspector observed children with the childminder at play indoors.  The inspector toured the premises and looked at available resources.  The inspector spoke to the childminder, parents and children at appropriate times during the inspection.  The inspector considered the views of parents from various feedback forms.  The inspector sampled a range of documentation, including policies and procedures.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder regularly undertakes safeguarding training. She has a good understanding of what signs to look for and can confidently explain what actions to take if she is worried about a child. The childminder seeks advice from other professionals and shares information with other providers to support children's continuity of care. The childminder attends training to support the children in her care. For example, she has recently attended training to help support a child who has special educational needs. She confidently uses this training to put strategies in place to improve the outcomes for children.

p.3

Quality of teaching, learning and assessment is good

Overall, the childminder has a good understanding of how children develop and uses her knowledge to support their learning. Children are interested and motivated to learn in the welcoming environment. The childminder is enthusiastic and uses her good knowledge of the children to plan activities that they are interested in. She assesses children's starting points and progress accurately, using information gained from parents and her observations. The childminder identifies any gaps in children's development quickly and adapts her teaching to meet their needs. Children have fun as they play; for example, they enjoy moulding dough of different colours into shapes to create 'pancakes'.

p.3

Personal development, behaviour and welfare are good

Secure and caring attachments are evident between the children and the childminder. The childminder actively encourages children's awareness of safety and teaches them about managing risks. For instance, children learn how to use knives safely when cutting up fruit for snack. This supports children's physical well-being. The childminder has good routines to support healthy lifestyles. For example, she talks to children about which foods are good for them as they add a variety of summer fruits to pancakes. Children learn about what each fruit is called, its colour and how it tastes. Children gain a good understanding of similarities and differences in society and the lives of others. For example, they visit a local toddler group where they learn about Chinese New Year.

p.3

Outcomes for children are good

Young children confidently initiate their own play. They explore and make choices, developing key skills for their future learning. Children gain good self-help skills as they learn to do things for themselves. For example, they help tidy away the toys. Children show curiosity and are willing to 'have a go' and engage in new experiences. Children build good self-esteem and are happy as they play together.

p.3

Setting details

Unique reference number 136359 Local authority South Gloucestershire Inspection number 1070284 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 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 22 September 2014

p.4

Telephone number

The childminder registered in 1996. She lives in the Bradley Stoke area of South Gloucestershire. The childminder has an early years qualification at level 3. She receives funding for the provision of free early education for children aged three and four years.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5