Childminder EY492562

Inspection date

Previous inspection date 21 September 2017 Not applicable

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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 develop affectionate relationships with the childminder. They show, through their high levels of confidence and self-esteem, that they feel emotionally secure. They confidently talk to the childminder and enjoy planning activities with her.  Children make good progress in their learning, relative to their starting points. The childminder's effective observations, assessments and tracking of children's progress help her to quickly identify and address any gaps in learning.  The childminder's good self-evaluation helps her focus on making improvements that benefit children's learning. For example, she has reorganised the space and resources, indoors and outdoors, so that children can more easily see what is available and make their own choices.  The childminder has good relationships with parents. She keeps them well informed about their children's progress. She involves them effectively in planning their children's

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This provision is good

next steps in learning, and parents provide good information about their children's achievements at home to include in her assessments.

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It is not yet outstanding because:

 Although all children have access to age-appropriate technology, activities to develop their understanding of how to use this lack challenge for older children.  The childminder does not consistently allow younger children the time they need to think and respond to questions.

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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 more challenging activities for older children to further develop their understanding of technology  review the pace of activities to allow younger children the time they need to think and respond to questions.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities indoors and outdoors.  The inspector talked to the childminder about her systems to monitor children's progress and plan for future learning.  The inspector sampled required records, including safeguarding procedures, and talked to the childminder to assess how well she implements these.  The inspector talked to children and read feedback from parents.

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Effectiveness of the leadership and management is good

The childminder shows commitment to developing her skills and knowledge to further improve children's learning experiences. She makes good use of training opportunities and monitors the impact of new ideas on children's progress. For example, following training, she makes better use of outdoors and the natural world to encourage children's developing understanding of numbers and shapes. For instance, children enjoy using sticks and stones to make two- and three-dimensional shapes. The childminder identifies that these activities particularly benefit children who prefer to learn outdoors, whose knowledge of early mathematics has improved. Safeguarding is effective. The childminder has a thorough understanding of how to help protect children from harm. She knows the correct procedures to follow if she has safeguarding concerns.

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Quality of teaching, learning and assessment is good

The childminder plans interesting activities that, overall, challenge children well. She uses opportunities that arise in play effectively to extend their learning. For example, when children sorted stones, she provided different-sized baskets so they could compare the amounts needed to fill each one. She encouraged children to use their good knowledge of language to talk about 'big', 'medium' and 'small'. The childminder uses her good communication skills well to encourage children to explore and investigate. For example, they talked about why a train was not working properly when switched on and concluded that it needed a new battery. The childminder teaches children well about the importance of staying healthy, and they have a good understanding of how their bodies work. For example, as they used a stethoscope to listen to their heartbeats the childminder encouraged them to tap the rhythm.

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Personal development, behaviour and welfare are good

Children's behaviour is good. Children enjoy being helpful and they confidently make decisions for themselves. For example, they decided that, because the toy trains had been outside in the rain, they needed cleaning before they could play with them. They washed them thoroughly until they were satisfied they were clean and safe to use. Children enjoy being active and choose to spend time outdoors in all weathers. For example, they had fun as they energetically jumped from puddle to puddle in the rain.

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Outcomes for children are good

Children develop good skills to prepare them for the next stage in their learning, including going to school. They communicate well and confidently share their thoughts and ideas. They have regular opportunities to mix with larger groups of children, to help develop their social confidence. This helps prepare them for pre-school and ultimately for school.

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Setting details

Unique reference number EY492562 Local authority Somerset Inspection number 1026838 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in Bridgwater, Somerset. She works part time, with hours flexible to meet parents' needs.

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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

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 .

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Telephone number

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

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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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