Childminder EY273140

Inspection date

Previous inspection date 25 April 2017 2 June 2015

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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

 Children of all ages make good progress in their learning. The childminder uses her observations and assessments well, overall, to monitor their ongoing progress and to identify and address gaps in learning.  Children are happy and have good self-esteem. They have warm and affectionate relationships with the childminder and their confident interactions with her show that they feel emotionally secure.  The childminder has good relationships with parents, overall. They keep her well informed about what their children enjoy at home.  The childminder's effective self-evaluation helps her to prioritise improvements that have the most impact on children's learning and support good quality outcomes for them. For example, teaching children how to identify and minimise potential risks for themselves encourages them to be more adventurous when climbing over, under and through apparatus safely.

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It is not yet outstanding because:

 The childminder does not fully gain information from parents to help her consistently reflect what children know and understand in all areas of learning when they first attend.  Babies and very young children have less variety in outdoor learning experiences.

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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

 develop systems further to gain more information from parents about what their children already know and can do when they first attend  provide a wider range of outdoor learning experiences for babies and very young children.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities indoors and outdoors.  The inspector talked to parents and children.  The inspector talked to the childminder about the effectiveness of her self-evaluation and how she monitors children's progress.  The inspector sampled required documentation, including safeguarding and child protection procedures, and talked to the childminder about how she implements these.  The inspector and the childminder conducted a joint observation.

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Effectiveness of the leadership and management is good

The childminder is committed to developing her skills to further improve children's learning experiences. She uses her self-evaluation well to identify where improvements to her practice will have the most benefit to children. She identifies the impact of changes made by monitoring children's engagement and progress. For example, following training to make creative activities more exciting, boys in particular have shown greater interest. For instance, they thoroughly enjoy making fishing rods and using these in role play and making life-sized drawings of each other has also helped to improve their writing and mark making skills. Safeguarding is effective. The childminder has a good understanding of local child protection procedures and what to do to help keep children safe from harm.

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Quality of teaching, learning and assessment is good

The childminder uses her good knowledge of children to plan interesting activities that, generally, challenge them well. She communicates very well with children and uses conversation effectively to help extend their learning further. For example, children use magnetic shapes to create patterns and the childminder encourages them well as they look at which ones join together to create new shapes. The childminder challenges children further as they use the magnetic properties of the shapes to create three- dimensional structures. The childminder encourages very young children well as they explore and investigate. For example, she makes sure that favourite objects, such as trucks and big cars, are placed to encourage them to crawl and stretch. They develop control and coordination and they push these to and fro with the childminder.

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Personal development, behaviour and welfare are good

Children are very well behaved. Older children are kind and considerate to younger children, taking care to include them in their play. For example, they make space for younger children to join them using play dough and show them how to use different objects to make marks together. Children have a good understanding of a healthy diet. For example, they talk about the food eaten in a story and identify what is good for them and what should only be an occasional treat.

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Outcomes for children are good

All children make good progress and acquire the skills they need to be ready for their next stage in learning, including going to school. Children, generally, exceed expectations in some areas of their communication skills. For example, assessments of their progress at age two years show their speech, understanding and listening skills are above the expected developmental stage and this good level of progress remains consistent. Children are well-prepared for school or pre-school. They are independent and manage practical skills, such as changing clothes and shoes, with minimal help.

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Setting details

Unique reference number EY273140 Local authority Somerset Inspection number 1091825 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 12 Number of children on roll 11

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Telephone number

The childminder registered in 2003. She works from another registered childminder's home in Highbridge, Somerset. The childminder and her co-childminder hold early years qualifications at level 3. The childminder works weekdays throughout the year from 7.30am to 6pm. She provides funded early education for children aged two, three and four years.

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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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