Childminder EY336565

Inspection date

Previous inspection date 26 April 2017 1 April 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 make good progress in their learning. For example, the childminder encourages children's communication effectively, helping them to develop good language skills.  The childminder creates a warm, welcoming environment. She has sensitive and caring relationships with children, which effectively support their emotional well-being.  The childminder makes good use of observations of children's learning and monitors their progress well. She shares information with parents in a variety of ways, helping them to continue their children's learning at home.  Children delight in the outdoor activities. For example, they enjoy using the large physical play equipment, digging the earth and growing their own plants.  The childminder establishes strong links with parents and other early years providers. This helps to ensure continuity and supports children's care, learning and development.

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It is not yet outstanding because:

 The childminder misses some opportunities to help children fully develop their independence.  The childminder does not make use of all opportunities to help children learn about the similarities and differences of those represented in the wider community.

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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

 provide more opportunities for children to fully develop their independence skills  support children more effectively to develop their understanding of those from different communities and traditions.

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Inspection activities

 The inspector looked at the areas of the home used for childminding.  The inspector observed the childminder and co-childminder playing and interacting with the children during a range of activities.  The inspector viewed a sample of the childminder's policies and checked evidence of the childminder's and co-childminder's suitability and qualifications.  The inspector discussed activities with the childminder in relation to observations of the children's play, learning and progress.  The inspector took account of the views of parents expressed in their written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of the signs that may suggest a child is suffering from harm and knows what procedures to follow should she have concerns. She makes good use of training to keep her up to date with the most current issues. The childminder monitors children's progress carefully and shares her assessments with parents. This helps her identify any gaps in learning and address them quickly. Parents state that they appreciate the wide range of experiences the childminder provides for children. The childminder works closely with the co-childminder to ensure they constantly review their practice and continue to plan for improvements. She continues to attend training to help her develop her skills. For example, recent training has helped ensure children's well-being is very effectively supported.

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Quality of teaching, learning and assessment is good

The childminder plans enjoyable activities to help children attain the next steps in their learning. For example, children thoroughly enjoy using the medical tools and putting on the bandages during pretend play. The childminder uses this to help to develop children's physical skills and introduce new words to help extend their vocabulary. Children have lots of opportunities to learn about the natural world. For example, they delight in following the life cycle of tadpoles and caring for the childminder's large collection of pets. The childminder provides good creative activities. For example, children have been learning about the different planets and made their own model of the solar system.

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Personal development, behaviour and welfare are good

Children develop very strong attachments to both childminders. They are happy and confident in the comfortable environment. They settle quickly and show that they have a secure understanding of the routines, such as following good hygiene practice when getting ready for breakfast. The childminder encourages children to make choices about activities and she uses their ideas to extend learning. For example, she encourages the children to find the magnifying glasses when they are looking at the tadpoles. Children are polite and considerate to others; they share the toys well and help to tidy up after play.

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Outcomes for children are good

Children clearly develop the skills they need for the next stage of learning and starting school. They are busy and absorbed in their play for long periods. For example, they enjoy practising their drawing and early writing skills using the big chalks in the garden. Children learn simple counting and identify some shapes and sizes. They are active and inquisitive learners who show high levels of confidence and self-assurance as they talk to each other and adults.

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Setting details

Unique reference number EY336565 Local authority Gloucestershire Inspection number 1092773 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 12

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Name of registered person

Date of previous inspection 1 April 2015

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Telephone number

The childminder registered in 2006 and works with a co-childminder in Up Hatherley, Cheltenham. The childminder operates all year from 8am to 5pm, Monday to Friday. She holds a relevant early years qualification at level 3.

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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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