Gamble, Rebecca Louise

Inspection date

Previous inspection date 11 July 2017 31 October 2012

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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

 Children show high levels of curiosity and demonstrate positive relationships with the childminder. They are motivated to explore and eagerly try new things. This helps children to make good progress in their learning and development from their entry.  The childminder takes effective action to extend and develop younger children's communication skills. She models and repeats their sounds and says words to build on their vocabulary. Songs and rhymes are used well to enhance children's interests.  Children build secure attachments with the childminder. This ensures that they feel safe, settled and happy in her care. The consistent use of praise and encouragement boosts children's self-esteem and confidence effectively.  Younger children eagerly investigate a broad range of sensory activities and concentrate for prolonged periods of time. The childminder provides a homely environment for children. Her interactions with them are warm and nurturing.

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This provision is good

 The childminder is keen to develop her service. She acts on advice and attends training to enhance her knowledge. The childminder reflects on her provision and gains parent's and children's views. She uses these to aid her plans for improvement well.

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It is not yet outstanding because:

 The childminder does not involve parents as fully as possible in their children's learning and assessments.  Information sharing between the settings children also attend is not fully effective in supporting continuity in learning experiences between the settings.

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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

 enhance strategies to help parents to contribute to children's learning in the setting and at home  strengthen partnerships with other early years settings that children also attend, sharing more information about children's learning and development.

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Inspection activities

 The inspector observed the childminder's interaction with the children and spoke to the childminder and children throughout the inspection.  The inspector had a tour of the areas used for childminding. She also discussed the childminder's self-evaluation. The inspector also viewed parents and children's written feedback.  The inspector checked evidence of the childminder's qualifications and training certificates, including evidence of the childminder's suitability and the suitability of all people living on the premises.  The inspector looked at a selection of risk assessments and policy documents, including the safeguarding policy and procedures.  The inspector completed a joint observation with the childminder. She also looked at the children's learning and development files and children's assessment records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of all aspects of child protection and has a clear understanding of what procedures to follow should she have concerns about a child in her care. She uses a good range of policies, procedures and risk assessments well to help keep children safe. Overall, partnerships with parents are positive. The childminder provides parents with good information about their child's progress and the activities that their child has participated in, to keep them informed. She demonstrates a strong commitment to the continuous improvement of her setting. The childminder gains new ideas and shares good practice through networking with other early years professionals.

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Quality of teaching, learning and assessment is good

The childminder uses information gained from observations well to assess children's levels of development and identify the next steps in their learning. She uses good teaching techniques to support children's learning. For example, she patiently demonstrates new skills and encourages children to copy. Children have a very enjoyable time as they explore the texture of dry and wet dough. They are fascinated as the dough drips and dries on surfaces. These types of experiences help them to learn using all their senses and promote their curiosity. The childminder plays alongside children and talks to them about what she and they are doing, helping them to learn new words. This enhances their language skills and builds on their vocabulary.

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Personal development, behaviour and welfare are good

Children settle quickly and happily at the childminder's home. The childminder organises resources effectively so that younger children can easily make choices in their play. She provides consistent routines and boundaries, helping children to feel secure and understand what is expected of them. The childminder provides nutritious snacks and meals, and promotes good hygiene routines. She is a positive role model and she encourages children to develop good manners. Children behave well. They benefit from regular physical exercise and fresh air. Outings into the community help children to learn about the world around them. They mix with other children and gain social skills while attending play sessions and toddler groups during the week.

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Outcomes for children are good

Children make good progress in their learning and development. Younger children listen well and babble and make sounds. They are keen to vocalise their desires, show their understanding well and enjoy good relationships. This supports their communication skills effectively. Children are confident, motivated, enthusiastic learners who enjoy new challenges and experiences. They select the resources that excite them as they develop their physical skills. Children are developing skills that prepare them well for the next stage in their learning, including school.

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Setting details

Unique reference number EY445817 Local authority York Inspection number 1060168 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 10

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Name of registered person

Date of previous inspection 31 October 2012

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Telephone number

The childminder registered in 2012 and lives in Copmanthorpe, York. She operates term time only 7.30am to 6pm, Monday to Thursday, except for bank holidays and 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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