Childminder EY490269

Inspection date

Previous inspection date 12 September 2017 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder reflects on her practice well and uses the views of the parents and other local professionals to evaluate her practice and develop the service that she provides. Parents are happy with the care and support that their children receive and feel that the childminder is supportive of their needs.  The childminder is welcoming, calm and friendly. Children and their families develop good relationships with the childminder and her family.  Partnerships with parents are good. The childminder involves the parents in all aspects of their children's care. For example, they are well informed about their children's progress and are given daily feedback about their children's time in the setting.  The childminder carefully assesses and monitors each child's progress well. She uses her knowledge of how children learn to support the children to close gaps in learning. All children make good progress in their learning.

p.1

It is not yet outstanding because:

 On occasion, the childminder misses opportunities to further challenge and extend children's learning to support them to make the best possible progress in their learning. For example, she misses opportunities to extend children's awareness of letters and their sounds, and to further explore children's understanding of the world.  The childminder does not make the best use of opportunities that arise to raise children's awareness of healthy lifestyles.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 make the most of all opportunities that arise to further challenge children to make the best possible progress in their learning  provide greater support to help children to develop their understanding of the importance of healthy lifestyles.

p.2

Inspection activities

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

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good awareness of child protection issues. She has a good understanding of the local procedures that she should follow to report concerns about children's welfare. The childminder understands the importance of professional development. She completes regular training to support the changing needs of the children and their families. For example, she has used her knowledge gained from training to support parents with issues such as toilet training.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of each child's individual needs and interests. She plans activities to motivate the children to learn based on her knowledge of what they can already do. The childminder actively involves parents in their children's learning. For example, she shares her plans and gives parents ideas to use at home to support their children's progress. Children are imaginative in their play and involve the childminder in their stories. For example, they tell stories about their characters as they build using plastic blocks. The childminder is good at supporting children's language and communication skills, such as through questioning and encouraging them to use longer words and sentences. Children confidently share their views. For example, they talk about dinosaurs not being scary because they are extinct.

p.3

Personal development, behaviour and welfare are good

The childminder is patient and kind. She develops strong bonds with the children and this helps them to feel secure and safe in her care. Children behave well. They listen well and demonstrate a good understanding of the childminder's behavioural expectations. For example, they know to sit down at the table to eat at snack time and to stay away from the kitchen when the oven is on. The childminder helps the children to learn about their community and the wider world. For example, they enjoy outings to the museum and they learn about animals and their habitats at the local zoo. Children learn to be independent at making their own choices and decisions. They can access the toys and resources and they decide where they would like to play. For example, children know where to go to select different books that interest them.

p.3

Outcomes for children are good

Children make good progress from their starting points. They are confident and motivated to learn. Older children express a love of books and are developing their early literacy skills well. For example, they sound out letters and recognise some simple words. Children acquire the skills that they need to support them with their future learning and the eventual move on to school.

p.3

Setting details

Unique reference number EY490269 Local authority Bristol City Inspection number 1018246 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 4 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2015. She lives in Bristol. The childminder cares for children on Tuesday, Wednesday and Thursday from 8am until 6pm, all year round.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5