Childminder EY435090

Inspection date

Previous inspection date 3 May 2017 6 February 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 behave very well. The childminder uses her training on children's behavioural development effectively. For example, she praises children when they are kind to each other and gives them gentle reminders to encourage good manners.  The childminder uses her good teaching skills to provide enjoyable and educational activities that stimulate children to learn. All children make good progress in their learning from their individual starting points.  The childminder provides a wide range of resources and good support for children's physical development. For example, children enjoy the challenge of keeping hoops moving around their waists.  The childminder forms effective partnerships with parents. For example, they regularly share information to ensure a consistent approach to children's care and to supporting their developmental needs.  The childminder is well qualified and she continually develops her practice to improve

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This provision is good

outcomes for children. For example, she uses her literacy training effectively, using rhymes and movement to teach children letter sounds and support their early reading skills.

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It is not yet outstanding because:

 The childminder does not consistently use her assessments of children's progress, to plan as precisely as possible for the next steps 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

 use children's assessments even more effectively, to plan as precisely as possible to extend their learning further.

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Inspection activities

 The inspector observed the interactions between the childminder and children and assessed the impact these had on children's learning.  The inspector took into account the views of parents, through reading references and feedback forms.  The inspector held conversations with the childminder and children at appropriate times throughout the inspection.  The inspector looked at documentation, including suitability records, children's learning journals and the childminder's policies and procedures.  The inspector read the childminder's self-evaluation form and discussed her plans to develop the setting.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to safeguard children's well-being and protect them from harm. She regularly updates her secure knowledge of local child protection procedures, for example, through attending training and holding discussions with other professionals. The childminder conducts thorough evaluations of her provision to make positive improvements. For example, she reflects on the opinions of parents and children. This helps her assess how well she is meeting their needs and to identify areas for development, such as improving the use of her garden.

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Quality of teaching, learning and assessment is good

The childminder invests plenty of time playing with children, while getting to know their interests and learning needs. She plans activities that support children of all ages to develop good mathematical skills. For example, she teaches younger children words to describe the sizes of containers and she supports older children to identify numerals. Children develop strong communication skills. They show each other photographs and talk confidently about their families. The childminder supports their language and literacy development well. For example, she, in partnership with parents, completes reading challenges with children to nurture their interest in stories. Children enjoy many opportunities to be creative. For example, they explore making sounds with instruments.

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Personal development, behaviour and welfare are good

Children have many opportunities to develop their good social skills. For example, the childminder regularly takes them to groups, where they engage in high-quality outdoor activities and socialise with other children. The childminder builds strong and supportive relationships with children. For example, she consistently encourages children and fosters children's positive attitudes to their learning. Children approach tasks confidently and they take pride in their achievements. For example, they applaud themselves and each other when they complete puzzles. The childminder provides a safe environment for children. She teaches children how to keep themselves safe, such as when they cross roads during outings. The childminder works closely with parents to support children to lead healthy lifestyles.

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Outcomes for children are good

Children develop a good range of skills and they are well prepared for the challenges in their future learning. Children relish experimenting in their play. For example, they explore using different methods to fill containers with rice. Children immerse themselves in their chosen activities and persist until they have completed them. For example, children maintain their high level of focus and concentration until they match up all the numbers in a puzzle.

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Setting details

Unique reference number EY435090 Local authority South Gloucestershire Inspection number 1095103 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 6 February 2015

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Telephone number

The childminder registered in 2011. She lives in Emersons Green, Bristol. Childminding takes place between 7.30am and 6pm on Monday to Friday, for most weeks of the year. The childminder holds an 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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