Childminder EY452268

Inspection date

Previous inspection date 2 October 2017 4 June 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 environment is warm and welcoming. The childminder has a caring, friendly manner that supports children's emotional well-being effectively, helping them to settle easily.  The childminder has a strong connection with the children. She knows them well and plans activities that successfully support their learning, so they make good progress from their starting points.  The childminder has taken positive steps to improve her provision since her last inspection. She now has a robust system for recording medication given to children, ensuring children remain safe, and their information is confidential.  The childminder has a good relationship with parents. They are informed daily of their children's activities and progress, and are extremely happy with the care the childminder gives their children.  Partnerships with outside professionals and local children's centres are strong. The childminder links well with the local authority to ensure she remains up to date in all

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This provision is good

areas, including safeguarding, after a break in childminding due to maternity leave.

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It is not yet outstanding because:

 The childminder does not yet have a system in place for self-evaluating her setting, including obtaining the views of parents and children, to help her to continue to improve.  At times, the childminder asks a number of questions requiring a one-word answer, missing opportunities to extend children's language further.

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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

 build on self-evaluation procedures and seek and use the views of parents and children to help identify further areas for development  enhance opportunities for children to develop their language even further.

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Inspection activities

 The inspector spoke to parents, to gain their views on the setting.  The inspector looked at documents relating to the suitability of all household members.  The inspector spoke to the childminder at appropriate times during the inspection. She discussed activities with the childminder.  The inspector observed the childminder and children playing and interacting.  The inspector looked at a sample of documentation, including children's learning records, polices and administering medications records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has excellent knowledge of the signs and symptoms that may raise concerns about a child's welfare, and understands how to report any concerns to the appropriate agencies. She attends suitable training to keep up to date with any changes. The childminder works alongside parents to ensure the best possible outcomes for children. For example, she has a flexible approach to settling in, ensuring it meets the needs of all children and families. This supports children to be happy, relaxed and ready to learn. The childminder makes regular observations of children, assessing their learning and providing appropriate challenges to help them progress.

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Quality of teaching, learning and assessment is good

The childminder accurately assesses children's learning and development based on the starting points she establishes with parents when children first start. Teaching is strong. The childminder plans interesting activities based on children's interests and what they need to learn next. For example, children are engaged in drawing on a large cardboard box, which captures the interest of children who previously showed no interest in drawing on paper. The childminder teaches early mathematics and mathematical language well. For example, she praises children who are drawing round shapes saying, 'You are drawing a circle.' When playing with animals, the childminder helps children understand that they have two animals saying, 'You have a pair.'

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Personal development, behaviour and welfare are good

Children are encouraged to take appropriate risks, and learn how to keep themselves safe. For example, when a young child goes down the stairs, he sits down at the top and says to himself, 'Be careful, don't fall,' then proceeds to 'bump' down the stairs independently on his bottom. The childminder is a good role model. She plays alongside children at their level modelling behaviours, such as sharing and being gentle with the resources. Children are explained the consequences of their behaviour. For example, when throwing the ball, the childminder reminds children not to throw the ball at each other's heads as, 'it will hurt'. The childminder works alongside parents, supporting children's behaviour in a consistent way. Children's behaviour is good.

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Outcomes for children are good

Children are kind. They show empathy for each other and develop an understanding of others' needs. For example, when a young child cries and cannot reach a bottle, another child puts it within the child's reach, who then stops crying and smiles. Children are learning to be independent. For example, they are encouraged to feed themselves and to put their own coats on with support. Children are gaining the skills needed to help them with the next stages in their learning.

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Setting details

Unique reference number EY452268 Local authority Bristol City Inspection number 1075633 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 4 Number of children on roll 1

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Telephone number

The childminder registered in 2012. She lives in Barton Hill, Bristol. She operates on Mondays, Thursdays and Fridays, during term time only.

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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

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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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