Butler, Nicola Ann

Inspection date

Previous inspection date 8 June 2017 18 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 reflects on her practice well. She regularly reviews what she provides for the children and evaluates how she can support the children further. For example, she reflected on the children's interest in outdoor play and would like to develop a more sensory space in her garden. All children make good progress.  The warm and caring childminder provides a welcoming environment for children. She gets to know the children well and forms secure relationships with them. This helps children to feel confident and secure in her care.  Partnerships with parents are good. The childminder keeps the parents involved and well informed about their child's progress. For example, she sends them regular photographs and informs them about their children's daily routines and activities.  Children benefit from regular outdoor play. They gain good physical skills. For instance, older children use tools and learn to climb and balance. Younger children explore

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This provision is good

outdoors wearing waterproofs so that they can crawl and explore using their senses.

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It is not yet outstanding because:

 The childminder occasionally misses opportunities to extend the children's interest in writing, to support their early literacy skills.  The childminder does not make best use of the partnerships that she has developed with the other settings that the children attend, to provide a consistent approach to children's 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

 support children to develop their interest in writing  make better use of the systems in place to share children's learning with the other settings that they attend.

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Inspection activities

 The inspector observed the interactions between the childminder and children.  The inspector carried out a joint observation with the childminder and reflected on the effectiveness of the activity.  The inspector sampled a range of documentation and children's records.  The inspector read written statements from parents and took into account their views.  The inspector had discussions with the childminder and children during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the local procedures that she should follow if she has concerns about a child's welfare. The childminder has used the feedback from her last inspection to develop her practice. For example, she provides the children with opportunities to see numbers and to develop a mathematical awareness in their play. The childminder keeps her knowledge up to date and relevant. For example, she attends courses and works with other local childminders to gain new ideas.

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Quality of teaching, learning and assessment is good

The childminder is a good teacher. She provides children with the necessary time that they need to explore and experiment in their play. For example, the older children explore emptying and measuring using jugs in the water tray. The younger children spend time following the bubbles in the garden, while trying to catch them. The childminder carries out regular observations of the children to track their progress. She plans interesting activities to close gaps in the children's learning. Children develop good communication skills. Even the youngest children babble in response to the childminder's questioning. The childminder successfully tailors her teaching to children's individual needs. For example, she encourages older children to use mathematical language during water play and younger children are encouraged to respond to the childminder's interesting tones.

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Personal development, behaviour and welfare are good

Children demonstrate confidence in their own abilities. For example, they take the lead when telling a story using the puppets to recall what happens next. The childminder makes effective use of the local environment to extend children's knowledge and understanding of diversity. For example, they visit the local Chinese supermarket to see the decorations during celebrations. Children have opportunities to develop their social skills on a regular basis. For example, the childminder plans activities with other childminders so that children can meet with others of a similar age. The childminder encourages the children to be independent in carrying out tasks. For example, they confidently dress themselves to go outside and set the table at mealtimes.

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Outcomes for children are good

Children are inquisitive and enjoy setting themselves challenges. For example, they are motivated to use their mathematical knowledge to add two numbers together. Children are sociable and are considerate towards their peers. For instance, older children share resources with younger children and include them in their play. Children are well prepared for the next stage in their learning and the eventual move to school.

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Setting details

Unique reference number EY390460 Local authority Bristol City Inspection number 1093772 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 2009 and lives in the Cotham area of Bristol. She is a qualified forest school leader. The childminder provides care from Mondays to Thursdays.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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