Childminder EY431482

Inspection date

Previous inspection date 8 June 2017 29 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

 The childminder is caring, affectionate and very attentive to children's individual needs. Children form secure emotional attachments to her, are happy and settle well.  Teaching is consistently good. For example, the childminder makes good use of conversations and questions to help challenge children in their learning. Children make good progress from their starting points.  The childminder supports children's personal and social skills well. Children learn to behave appropriately and show good levels of confidence ready for their next stage of learning.  The childminder has a positive attitude towards improving her practice and has a secure understanding of how to promote the health, safety and safeguarding of children. For example, she has recently moved house and has plans to create a safe, secure, exciting learning environment for those children who prefer to learn outdoors.  Partnerships with parents are strong. For example, she has detailed daily discussions

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This provision is good

and actively encourages them to become involved in their children's development.

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It is not yet outstanding because:

 The childminder does not fully use assessments as well as possible to help identify children's next stage in learning to help support their progress further.  Occasionally, the childminder misses opportunities to encourage children to explore with a wider variety of materials to support their creativity.

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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

 improve assessment processes even further that help identify children's next steps in their learning and development, and make even better progress  provide more regular opportunities that encourage children to further extend their creativity.

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Inspection activities

 The inspector observed activities and interactions between the childminder and the children in the setting.  The inspector looked at children's information and development records, and talked to the childminder and children at appropriate times.  The inspector took into account the views of parents through written testimonials.  The inspector discussed the childminder's evaluation, assessment and planning methods and her range of policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the procedures to follow should she have concerns about a child's welfare. She keeps her premises safe for children to explore and move around with confidence. The childminder understands the importance of keeping her knowledge and professional skills current. For example, she uses the support of other professionals and childminders to share good practice and help identify any improvements she can make to her new home for the benefit of children. Overall, the childminder tracks children's progress effectively to identify their achievements and target any gaps in their development. This helps them catch up without delay.

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Quality of teaching, learning and assessment is good

The childminder successfully supports children while they play. For example, she follows their interests and joins in during activities to comment, ask questions and encourage their concentration. Younger children are developing confidence in their communication skills and listen well. For example, children enjoy listening to a favourite animal story and confidently shout out familiar phrases and animal sounds. The childminder extends the activity and their vocabulary by giving the children a spoon and they pretend to feed the animals as she reads. Overall, this helps support younger children's imaginations and growing physical and independence skills.

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Personal development, behaviour and welfare are good

Children are happy and secure in their relationships with the childminder and her family. For example, children enjoy cuddling the childminder's baby to make it smile. Overall, children have good opportunities to make choices in their play. Children behave well. The childminder manages children's behaviour effectively with gentle reminders. For example, she helps them learn how to share and to treat others kindly and with respect. The childminder helps children to develop an understanding of good hygiene practices. For instance, she teaches them why they must wash the germs off their hands before they eat their fruit. Children explore books and toys that reflect the differences and similarities between themselves and other people. They have opportunities to learn about their local community as they visit local playgroups and schools.

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Outcomes for children are good

Children are gaining a good range of skills ready for the next stage of their learning. They are confident, sociable and become increasingly independent. For example, younger children persevere as they try and pull up their trousers and find their own drink. They are learning to make choices of what to play with and where. Children have good access to books and learn to name colours and shapes in the pictures.

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Setting details

Unique reference number EY431482 Local authority Gloucestershire Inspection number 1094991 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 29 June 2015

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Telephone number

The childminder registered in 2011. She lives in Gloucester and provides care term time only from 7.30am to 5pm on Monday to Friday.

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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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