Childminder 106672

Inspection date

Previous inspection date 3 July 2017 23 February 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 Outstanding 1

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This provision is good

 The quality of care for children's well-being and personal development is outstanding. Children develop very high levels of self-confidence and self-esteem through the excellent care and attention of the experienced and skilful childminder.  The childminder provides a very wide range of activities and resources, which children find irresistible and which promotes learning in all areas.  Children have excellent opportunities to develop their physical skills and get plenty of fresh air. They relish in running freely in the garden, playing with hoops and balls. They enjoy outings to parks and woods where they can climb and also learn from nature.  The childminder has a very good understanding of how to help children experience and value diversity. Children learn about the cultural backgrounds of all the children, and celebrations often involve the parents.  Children's good health is an extremely high priority. Children delight in their nutritious

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This provision is good

and healthy snacks. They are very confident to make choices and are encouraged to be independent and to care for themselves as soon as they are able.

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It is not yet outstanding because:

 During planned activities, the childminder does not consistently leave enough time for children to explore and investigate materials and develop their own ideas.  While the childminder's expectations are high for what children can achieve, she has not considered the additional benefits of further professional 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

 provide children with more time to explore and investigate materials and to develop their own ideas  extend the range of professional development undertaken in order to raise expectations of what children can achieve to the very highest levels.

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Inspection activities

 The inspector spoke to the childminder, children and parents at appropriate times during the inspection.  The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector observed a planned activity and afterwards had a discussion about the children's learning with the childminder.  The inspector and the childminder discussed and sampled the childminder's policies, and the inspector checked required documentation on the day.  The inspector took into account the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder rigorously implements her safety policies and procedures. She keeps her skills in first aid, safeguarding and child protection up to date. Children are always safe and well protected. Children learn to keep themselves safe too. For example, they are used to cleaning their hands before eating or cooking. The childminder communicates very effectively with parents. She listens to parents' views and keeps them well informed about their children's progress on a regular basis. Recent training has led to identifiable improvements for children. For example, a course on supporting physical development has led to the childminder using a wider range of physical activities to promote core muscle strength for young children. Nevertheless, the childminder has not recognised the further benefits of professional development to raise her expectations of the children to the highest level.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder knows what interests each individual child and has particular strengths in developing physical, communication and speech and language skills. Children respond very well to the childminder's prompts to stomp like an elephant and flap like a bird as they listen to and sing their favourite songs. The childminder further supports their learning by having toy animals and books to go with the songs for the children to identify as they sing. When baking, the children mix and stir, poke, sprinkle and cut dough. The childminder shows the children how to roll dough like a snake, and she then encourages them to make the sound 'ssss'. The childminder makes accurate assessments of the children's learning and plans effective next steps in learning.

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Personal development, behaviour and welfare are outstanding

The childminder is exceptionally skilful at helping young children settle in quickly and feel very secure. For example, at the start of the day when a young child feels a little unsettled after being on holiday, she provides easily accessible photographs of the child's family. The childminder allows the child to take in the pictures; she is extremely sensitive as she reminds the child of their parents, their names and what they are doing. The child is soon relaxed, regains self-confidence and is ready to learn. The childminder is an excellent role model for sharing and turn taking effectively. She supports children extremely well to manage their feelings when they occasionally get frustrated, through her very thoughtful and patient approach. Children's contribution to daily life is highly valued. They are particularly kind to their friends and are helpful.

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Outcomes for children are good

Children are very active and happy learners. They make good progress from their starting points. Any gaps in children's learning are quickly identified and addressed, always in partnership with parents. The childminder ensures that there are plenty of enriching opportunities for children to socialise and learn with other children locally. Children are very well behaved and are being well prepared for the next stage in their learning.

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Setting details

Unique reference number 106672 Local authority Bristol City Inspection number 1088994 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 23 February 2015

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Telephone number

The childminder registered in 2001 and lives in Brislington. The childminder works Monday to Wednesday each week, for most weeks of the year.

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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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