Childminder 106885

Inspection date

Previous inspection date 30 June 2017 3 March 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 monitors children's development effectively to help her to identify any weaknesses in their learning. She knows how to seek help from other relevant professionals, if necessary, to help ensure that all children make good progress.  The childminder supports younger children's communication and language well. For example, she ensures they have eye contact with her, responds well to their vocalisations and models language to help children to make good progress.  Children have a close relationship with the childminder, who knows them well. For example, she is responsive to children's routines and care needs and quickly recognises when younger children are starting to feel tired and hungry.  Partnerships with parents are good. The childminder keeps parents very well informed about their children's learning and how this could be extended at home. Parents speak highly of the childminder and value the care their children receive.

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This provision is good

 The childminder provides good support for children's emotional well-being. For example, children settle quickly into the childminder's home and are eager to engage in play.

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It is not yet outstanding because:

 The childminder does not organise some everyday routines as well as possible to fully support children's developing socialisation skills.  Children have few opportunities to explore natural objects and materials, to support their developing sensory skills and understanding of the world.

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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

 extend opportunities to fully encourage children's social skills  enhance opportunities for children to explore natural resources, materials and textures to enhance their understanding of the world.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector looked at a sample of documents, including children's learning records, the childminder's self-evaluation, and policies and procedures.  The inspector spoke with the childminder and children at convenient times during the inspection.  The inspector took into account parents' written feedback.  The inspector and the childminder discussed the impact of teaching on children's learning.

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Effectiveness of the leadership and management is good

The childminder pays good attention to improving her service. For example, since the previous inspection she has broadened her resources to help young children understand about differences and similarities between themselves and others. This has helped her maintain her good standards. The childminder evaluates the service she provides. She involves parents in this process to identify areas she can improve further. Safeguarding is effective. The childminder has a good understanding of the procedure to follow should she have a concern about a child's welfare. She continues to update her professional skills and knowledge. For example, recent child protection training has helped her develop a greater understanding of changes in safeguarding legislation.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how to support children's learning, for example, by playing alongside them and helping them to explore. She uses her observations and assessments of children to plan experiences that promote young children's curiosity. The childminder helps children develop an early understanding of mathematics. For example, babies learn about number as the childminder models using number language as children play. The childminder helps develop children's early literacy skills effectively. For instance, she sings along to nursery rhymes young children choose as they press buttons to play music in the interactive books.

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Personal development, behaviour and welfare are good

Children are secure in their relationships with the childminder. For example, younger children enjoy a cuddle and reassurance when they are feeling tired and upset. The childminder helps younger children to understand the importance of sharing and turn taking in their play. She supports children's self-esteem well, for example, by praising their achievements. Young children enjoy regular opportunities to be physically active, such as in the garden and on visits to play centres to extend their physical skills. The childminder provides children with regular opportunities to visit local groups where they learn to gain confidence with other groups of children.

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Outcomes for children are good

Young children engage in play for long periods on activities that interest them. They have good opportunities to develop their physical skills. For example, young children learn to develop their coordination as they explore and follow the movement of balloons. They develop good confidence and initiate play with the childminder, such as simple peek-a-boo games. Children develop skills to support their early literacy. For instance, they explore books with curiosity, turning the pages with interest. They learn valuable skills to prepare them for future learning and in readiness for school.

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Setting details

Unique reference number 106885 Local authority Bristol City Inspection number 1088998 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 4

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Name of registered person

Date of previous inspection 3 March 2015

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Telephone number

The childminder registered in 1999. She lives in Ashton, Bristol. She works all year round, Monday to Friday, apart from family 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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