Childminder EY412725

Inspection date

Previous inspection date 15 September 2017 16 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 Good 2

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This provision is good

 The childminder uses her training and contributions from parents well to plan a broad range of experiences to challenge children's learning. She uses assessment effectively to track children's progress, ensuring she identifies any gaps in their learning promptly. Children make good progress from their individual starting points.  Children feel emotionally secure in an inviting, homely environment. The childminder works closely with parents to meet children's care needs and help them settle, which parents greatly appreciate. Children form strong bonds with the childminder and her assistants and behave well.  The childminder works closely with her co-childminder and assistants to evaluate the provision successfully. She accurately identifies areas for improvement, such as extending the outdoor provision. She provides effective coaching and guidance to maintain good standards of practice and teaching.

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It is not yet outstanding because:

 The childminder misses some opportunities to extend babies’ and younger children’s communication and language skills during daily care routines.  Although the childminder reminds children of safe and hygienic practices, she does not always explain why these are important, to help older children identify risk and further their understanding.

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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

 use all opportunities to support younger children's communication and language skills even further in daily routines  help older children to identify potential dangers and possible consequences to support their understanding of how to keep safe and healthy.

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Inspection activities

 The inspector observed the childminder's interactions with children as they played and discussed their learning.  The inspector considered the written views of parents.  The inspector spoke with the childminder about her understanding of the early years foundation stage requirements and discussed the setting's self-evaluation.  The inspector sampled documentation, including evidence of the suitability of assistants.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder uses efficient arrangements to ensure known and authorised adults collect children. There is secure provision to ensure the suitability of assistants for their role, for example, using effective recruitment and induction arrangements. The childminder has good knowledge of her responsibilities to report any concerns about a child or a colleague. She ensures her assistants are aware of the possible signs, procedure and contact details for local agencies. The childminder analyses data efficiently and uses this information accurately to identify training, for example, to encourage boys' early writing skills and focus on active learning. She works closely with other early years settings and professionals, when required, to maintain continuity.

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Quality of teaching, learning and assessment is good

Children confidently engage in a variety of stimulating experiences and choose from a wide range of resources independently. Older children show interest in nature and communicate their ideas well when questioned, for example, explaining that conkers fall from the tree when the wind blows. Children listen attentively to favourite stories, finishing sentences and predicting what will happen, which helps build their literacy skills well.

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Personal development, behaviour and welfare are good

Children gain high levels of self-esteem. For example, older children relish the responsibility of small tasks, such as laying the table and counting how many plates they need for snack time. Familiar routines help younger children feel secure. Good use is made of outings to help children learn about the community, nature and healthy lifestyles. For example, children thoroughly enjoy discovering where food comes from following a visit to the supermarket. The childminder shares ideas with parents to continue children's learning at home. The childminder helps children manage their feelings and behaviour well. For example, children learn to take turns and share the whisk in their imaginative play.

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Outcomes for children are good

Children acquire good skills that prepare them well for their next stage in learning, including going to school. They make decisions about their play, such as which real vegetables to take outside to explore in the cereal. Children become independent, for example, they willingly 'have a go' at peeling their satsumas and use knives safely to prepare their snack. Children build strong friendships and respect each other's choices, such as which colour plate they would like to use for their snack. Younger children show interest in how things work, such as pushing the toy vacuum cleaner forwards and backwards.

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Setting details

Unique reference number EY412725 Local authority North Somerset Inspection number 1094416 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 12 Number of children on roll 8

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Name of registered person

Date of previous inspection 16 February 2015

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Telephone number

The childminder registered in 2015 and lives in Milton, in Weston-super-Mare, North Somerset. She works with a co-childminder and two assistants. The childminding service operates on Monday, Tuesday, Thursday and Friday, throughout the year. The childminder is in receipt of funding for the provision of free early education for children aged 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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