Childminder EY443972

Inspection date

Previous inspection date 28 June 2017 22 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 regularly observes children as they play to identify their emerging needs. She uses this information to plan a wide range of interesting experiences, indoors and outside, from which children learn. Children make good progress from their starting points.  The childminder is a good role model for children to follow. She is consistent in her expectations of children's behaviour. Children show kindness and consideration towards each other and learn the importance of sharing.  Partnerships with parents are good. The childminder regularly exchanges information about children's progress. This supports their learning and achievement effectively in her setting and at home.  The childminder is passionate about providing a consistently good-quality provision and regularly reviews her practice. She has addressed the area for development identified at her last inspection and helps maintain good outcomes for children.

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It is not yet outstanding because:

 At times, the childminder does not recognise opportunities to help children develop their emerging independence and manage some age-appropriate tasks for themselves.  The childminder occasionally overlooks opportunities for children to practise their early writing skills to help support their literacy development.

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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

 make more consistent use of opportunities to encourage children's emerging independence further to the best possible levels  increase the opportunities for children to develop and practise their early writing skills to extend their literacy development.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector spoke with the childminder at appropriate times during the inspection and held meetings with her.  The inspector sampled a range of documentation, including attendance records; accident records; suitability checks; self-assessment information; and observation, assessment and planning records.  The inspector considered the views of parents and carers through their letters provided on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is confident in the procedure she will follow if she has any concerns about a child's welfare. The childminder places great importance on children's safety. For example, she carries out regular checks of the areas used by children and reminds them to walk indoors and not to balance on their chairs. The childminder effectively monitors and tracks children's progress. This helps her to identify and address any gaps in their learning quickly. The childminder meets with other professionals to share good practice. For example, she uses new knowledge to support children when they are preparing to start school. Also, she establishes links with other settings and the local school to help ensure continuity in their care as they move on.

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Quality of teaching, learning and assessment is good

The childminder regularly observes and assesses children as they play. She identifies children's next steps in learning and plans activities that are linked to their interests. The childminder supports children's communication and language skills well. For example, she teaches children how to make the correct sounds of letters while singing songs, and models new words to extend their vocabulary. The childminder encourages children's imagination and creativity. For example, they eagerly investigate paint to make 'magic potions' and are fascinated as they add colours and the potion changes. Children enjoy playing games that develop their early mathematical skills. For example, they giggle with delight as they pick matching teddy bears, complete jigsaws and work out how to construct pens for animals.

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Personal development, behaviour and welfare are good

Children form secure emotional attachments with the childminder. They demonstrate a strong sense of belonging and are happy and confident to express themselves. The childminder teaches children about healthy lifestyles. For example, they discuss food that is good for them, such as fruit and vegetables, and particularly enjoy playing outside in the fresh air. The childminder teaches children to develop confidence in their own abilities and to manage acceptable risks. They learn about other cultures and traditions, and begin to understand and respect ways in which they may be similar or different to others.

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Outcomes for children are good

Children make good progress and develop the skills needed in readiness for school. For example, children recognise shapes, match colours and confidently link letters and sounds. Children develop good moving and handling skills. For example, they enjoy creating pictures with paints and stamps. Children are well behaved and have good self-esteem. They confidently explore the environment and make independent choices about their play.

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Setting details

Unique reference number EY443972 Local authority Gloucestershire Inspection number 1095326 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 22 June 2015

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Telephone number

The childminder registered in 2012. She lives in the Linden area of Gloucester and works from her home with her sister, who is another registered childminder. The childminder offers care all day from Monday to Friday. She receives funding for the provision of free early education for children aged two, three and four years.

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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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