Sproates, Simone

Inspection date

Previous inspection date 9 May 2017 21 May 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 and her assistant share warm, close relationships with the children. They give them lots of praise and encouragement for their achievements, which boosts their self-esteem and confidence. All children feel safe and are emotionally secure.  The childminder has strong partnership with parents, external agencies and schools to ensure positive outcomes for children. She communicates effectively with them to provide a consistent approach. She exchanges daily information about children's learning and activities with parents so that they feel fully involved.  The childminder's effective self-evaluation helps her to prioritise areas for improvement well. For example, she has gated and fenced the garden to provide a secure area for children to play, and increased the variety of activities and resources outside to support children's progress across all areas of learning. All children make good progress.

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It is not yet outstanding because:

 The childminder does not ensure that older children have more access to resources in their independent play for them to practise their early writing and extend their literacy skills further.  The childminder does not consistently use her knowledge of younger children's individual interests, to plan even more precisely, to keep all children fully interested and engaged.

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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 older children to make marks and practise their early writing skills during their independent play  use information about younger children's individual interests more effectively to better inform planning so that all children are consistently engaged.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector sampled a range of documentation, including children's records and the childminder's policies.  The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection.  The inspector and the childminder observed children during activities and completed a follow-up discussion about children's learning and progress.  The inspector took account of parents' views from their written comments.

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Effectiveness of the leadership and management is good

The childminder and her assistant effectively keep their safeguarding knowledge up to date through training. Safeguarding is effective. They are able to identify the signs or symptoms that may indicate a child is at risk of harm and know how to report any safeguarding concerns. The childminder works closely with other professionals to learn new skills, which has extended her understanding of how to support children who have special educational needs and/or disabilities. For example, to develop children's communication and language. The childminder supports her assistant well. They talk each day about the children's needs, and discuss planning and how to develop practice.

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Quality of teaching, learning and assessment is good

The childminder plans a good range of activities, which are fun and children enjoy. For example, older children enjoyed using pasta shapes, pretending to cook in the play kitchen. The childminder makes good use of spontaneous opportunities to extend children's learning. For example, when children begin to count the pasta, the childminder finds them weighing scales and talks about the numbers on the digital display as the children weigh different amounts. The childminder helps the youngest children to develop their physical skills well. For example, she helps them to use tools, such as spades to plant seeds in pots and in the garden. The childminder knows each child well. She keeps a check on their development, which helps her to identify their individual next steps and any gaps in their learning.

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Personal development, behaviour and welfare are good

The childminder and her assistant teach the children well about the importance of healthy living and keeping themselves safe. For example, they provide a range of healthy foods for the children to choose from at snack time. They encourage children to do the zip up on the trampoline safety net, explaining why this is important and what could happen if they left it open. The childminder has organised her resources well, so that children can choose independently and develop their play ideas. The childminder and her assistant are good role models. Children follow the example they set and behave well. They have daily opportunities to be physically active and benefit from fresh air.

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Outcomes for children are good

Children learn useful skills, which prepare them well for the next stage in their learning and school. For example, young children build good language and social skills through constant interaction with one another and when mixing with others at children's activity groups. Older children share resources well and take turns. They are confident communicators and talk about what they are doing. For example, children name the fruits and vegetables as they help to plant and water them.

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Setting details

Unique reference number EY404715 Local authority Bath & NE Somerset Inspection number 1098147 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 4 Number of children on roll 9

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Telephone number

The childminder registered in 2010. She lives in Radstock, near Bath, North East Somerset. The childminder works with an assistant. The childminding service operates each weekday throughout the year, with the exception of Christmas and bank 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

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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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