Runciman Susan

Inspection date

Previous inspection date 11 May 2017 15 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

 The childminder knows that the environment she provides is crucial in supporting children to take the next steps in their learning. Therefore, she regularly evaluates her practice and uses new ideas, such as a teddy bears' picnic in the garden, to keep children interested in their learning.  The childminder supports children's spontaneous learning well. For example, children learn about the natural world as they watch birds collecting food for their young. They learn that numbers can represent objects as they count planes flying overhead.  The childminder gathers relevant information about children's abilities and achievements from parents to establish individual children's starting points. She successfully keeps parents informed about their children's learning and development by regularly sharing information with them.  Children are confident and outgoing. They willingly access the toys they would like to

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This provision is good

play with themselves. They readily share and take turns, for example, when they play with ride-on toys in the garden.

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It is not yet outstanding because:

 The childminder does not provide more opportunities for younger children to learn about diversity and differences between people and communities.  The childminder does not always support children to explore a wider range of feelings.

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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

 help younger children more to learn about diversity and differences between people and communities  fully support children to explore a wider range of feelings.

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Inspection activities

 The inspector observed care and teaching practices indoors and outdoors.  The inspector discussed leadership and management with the childminder.  The inspector viewed a range of documents and discussed these with the childminder.  The inspector spoke with parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the signs that would alert her to concerns for a child's safety. She knows where to seek support and how to take further action if necessary. The childminder uses training well to support the development of her practice. For example, she has attended training to learn about the importance of children's early learning to their later progress. She now ensures that she quickly identifies any gaps in children's progress, such as speech delay, and seeks support from other professionals promptly. The childminder monitors and guides the practice of her assistant well to ensure continuity of care for the children. The childminder has effective risk assessments that enable her to provide a safe environment at all times.

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Quality of teaching, learning and assessment is good

The childminder prepares children well for the next stages of their learning. She monitors their progress effectively and provides good support for their learning. For example, she repeats babies' words back to them, giving them time to listen and respond. Younger children enjoy sharing new words, such as 'hilarious', with the childminder. The childminder supports children's early literacy skills well. For example, she knows that moulding dough develops babies' finger muscles ready for making marks and early writing. Toddlers use big chalks to experiment drawing shapes in the garden. The childminder teaches children well to begin taking responsibility for safety. For example, older children learn to keep toys with small pieces out of the reach of babies.

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Personal development, behaviour and welfare are good

The childminder manages children's behaviour well. She is consistent in her expectations and children know how to behave well. For example, she consistently reminds toddlers not to push each other. The childminder shares information daily with parents, verbally and via a daily diary. She records, for example, information about children's sleeping, eating, and any accidents they may have. The childminder takes account of parents' wishes. This provides consistent care for the children between home and the childminding setting.

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Outcomes for children are good

Children are happy and comfortable at the setting because the childminder supports their fascinations and interests well. For example, babies enjoy hunting for balls in the garden and take delight in showing their finds to the childminder. Children develop confidence in their own abilities because they are able to experiment and try things out for themselves. For example, they work out how to get on and off the swing seat in the garden safely. Babies and toddlers enjoy sensory experiences in the garden. For example, they crawl on the grass feeling it with their hands, knees and feet.

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Setting details

Unique reference number EY304069 Local authority Gloucestershire Inspection number 1092272 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 8

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Name of registered person

Date of previous inspection 15 April 2015

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Telephone number

The childminder registered in 2005. She lives in Cheltenham. The childminder works from 8.30am to 6pm on Monday to Friday. The childminder works occasionally with an assistant. She holds a relevant early years qualification at level 3. She cares for early years children during term time only. She occasionally cares for school-aged children during school holidays.

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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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