Childminder EY279291

Inspection date

Previous inspection date 6 March 2017 16 December 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

 There are good partnerships with other early years settings to maintain a consistent approach to children's care, learning and development. The childminder consistently talks to pre-school staff to share information about children's interests and next steps, to support her planning of a range of interesting experiences.  Children make good progress from their starting points. In particular, the childminder supports children effectively in their communication and language. For example, she encourages conversations regularly, building children's vocabulary, and encourages children to take turns in speaking to give less-confident children every opportunity to develop their skills.  The childminder understands and implements her policies and procedures effectively to maintain children's welfare, for example, when children are unwell.  Children behave well. They share, take turns and negotiate rules successfully.

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This provision is good

 The childminder has improved her practice well since the last inspection. For example, she helps children to assess the potential risk of leaving unused toys on the floor.

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It is not yet outstanding because:

 The childminder misses some opportunities to encourage children to be more independent, and completes tasks that they can manage for themselves.  The childminder does not closely monitor the progress made by different groups of children, to identify and address gaps more promptly 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

 support children to become more independent and manage age-appropriate tasks for themselves  track the progress made by different groups of children more accurately, to identify potential gaps and patterns in their learning more effectively.

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Inspection activities

 The inspector observed the quality of teaching as children played and spoke to the childminder about children's learning and her assessment arrangements.  The inspector spoke with the childminder about her understanding of the early years foundation stage requirements and discussed her self-evaluation.  The inspector sampled documentation, including the written views of parents, and the childminder's policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder effectively protects children on outings. She supervises them well and helps them understand her boundaries and road safety. The childminder has a good understanding of her responsibilities to report any concerns about a child to support their welfare. The childminder evaluates her provision well and monitors individual children's progress effectively. She improves her practice, helping children to achieve well. For example, she uses more regular visits to support children's understanding of the world, people and communities, such as outings to the museum.

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Quality of teaching, learning and assessment is good

The childminder uses her training well to plan activities that support children's learning styles and encourage a 'can-do' approach. She has a good knowledge of children's next steps and completes the required progress check at two years, to share with parents. The childminder provides many opportunities for children to develop their mathematical thinking. For example, children sort trains, recite numbers backwards for a 'blast off', and recognise shapes and numbers on the toy rocket. Children engage happily in their imaginative play. For example, they create different voices for their characters as they take them on an adventure in the rocket. Children use writing tools competently to draw detailed pictures, giving meaning to their marks. For example, they explain that the dots on their paper are snow, as they make connections with their own experiences.

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Personal development, behaviour and welfare are good

The childminder works closely with parents to ensure that she meets their children's care needs effectively. For example, she works consistently with them to praise children's achievements as they progress in their toilet training. The childminder is a good role model, helping children to understand how to keep safe and healthy. For example, children explain why it is important to wash their hands before they eat. Children effectively assess risk for themselves. For example, they explain that when they go to the park, they do not go on the blue slide because it is for 'big children'.

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Outcomes for children are good

Children gain good skills which prepare them well for their eventual move to school. They are skilful communicators. For example, they confidently talk through what they are making, ask questions and use detailed language in their role play as they develop storylines together. Children show a good understanding of how things work. For example, they explain that to make the see-saw balance, you need to have a child on each end. Children are very curious. For example, they investigate how to make bubbles in their drink bottles and explore how different movements, such as tipping their heads back, affect the outcome.

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Setting details

Unique reference number EY279291 Local authority North Somerset Inspection number 1070560 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 16 December 2014

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Telephone number

The childminder registered in 2004 and lives in Felton, North Somerset. The childminding service operates daily, throughout the year.

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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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