Childminder in Gloucestershire

Inspection date

Previous inspection date 18 October 2017 24 July 2014

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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 has a calm and patient approach with children. They settle quickly and develop trusting bonds with her. They enjoy their time in the childminder's home and grow in confidence.  The childminder gains information from parents when children first start. She uses this well to focus on children's needs and interests. She provides ongoing information to parents to help consistency for children between home and the childminder's care, such as through regular discussions and by sharing the children's learning journals.  The childminder follows children's lead and enhances their chosen play through her attentive support. She resources her playroom well to accommodate children's needs. Children are motivated and interested to explore. They develop their skills and make good progress.  The childminder is motivated to develop her provision. She makes changes that link to and complement the exploration and learning children engage in at other settings. For

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This provision is good

instance, she has developed her resources for children's imaginative play outdoors to help them follow their interest in making 'natural potions'.

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It is not yet outstanding because:

 The childminder misses opportunities to teach children about quantity, size and capacity, to develop their mathematical skills further.  The childminder does not target her professional development as well as she could, to extend her teaching and raise the quality of children's experiences and outcomes even 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

 develop children's mathematical skills further by making the most of opportunities to help them learn more about quantity, size and capacity  seek more opportunities to advance teaching skills and knowledge and help to raise the quality of children's experiences and outcomes further.

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Inspection activities

 The inspector viewed the areas used for childminding. She talked to the children and the childminder at appropriate times throughout the inspection.  The inspector sampled documentation, including the suitability checks and qualifications of the childminder, policies and procedures, children's development records, and planning.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector took account of the views of parents spoken to on the day and of parents' written views by reading their comments in messages.  The inspector discussed the childminder's risk assessments and her self-evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her responsibilities to keep children safe. She outlines risks and takes steps to minimise hazards in her home. She has clear policies, which she follows if she has a concern about a child's welfare. The childminder attends mandatory training and undertakes professional reading and research to keep her knowledge up to date. The childminder tracks children's progress effectively and shares her assessments with parents to include them in their children's learning. She links with other childminders to get ideas of ways to develop her practice and has outlined the desire to develop her skills further through additional training.

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Quality of teaching, learning and assessment is good

Children have lots of opportunities to develop their coordination skills. They spend time exploring different methods, such as moulding and making marks in dough and drawing with chalks on the large blackboard. The childminder plays alongside children as they experiment in different ways. She shows interest and enthusiasm for what they choose and adapts her support for each of them. For example, older children use tools and cutters to develop their creative skills with the dough, copying the childminder's modelled techniques. Younger children explore cases and containers, fitting and collecting items repeatedly as the childminder adds them to the activity. The childminder listens and responds well to children's requests and attempts at communication. For instance, she effectively uses opportunities to clearly model words back to younger children and takes turns in conversation with older children.

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Personal development, behaviour and welfare are good

Children behave well. The childminder promptly interacts and disperses any minor disagreements. She helps children to play together so they learn to share and take turns. The childminder supports children to begin to learn how to minimise risks to themselves and others. For instance, she identifies hazards caused by toys left on the floor, teaches them about road safety when out in the community, and practises emergency procedures at her home. The childminder encourages healthy lifestyles for children. She takes them out every day for fresh air and exercise. For example, they visit local parks and nearby open spaces. They enjoy exploring nature and collecting blackberries, which they use to cook items together.

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Outcomes for children are good

Children are confident and happy. They are inquisitive and like to try new things and learn new techniques. They concentrate well for their age, testing out their ideas, solving problems and repeatedly practising their skills. For instance, young children persevere well to peel off dinosaur stickers and shapes, and experiment sticking them to different surfaces. They develop their independence and sense of responsibility, such as finding their shoes and coats when getting ready to go outside and working with the childminder to put these on. Children make good progress from their individual starting points and develop many essential skills ready for further learning at pre-school or school.

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Setting details

Unique reference number EY435587 Local authority Bristol City Inspection number 1071449 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 9

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Name of registered person

Date of previous inspection 24 July 2014

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Telephone number

The childminder registered in 2011. She operates all year round from 8am to 6pm from Tuesday to Thursday, except for bank holidays and family holidays. The childminder provides funded 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

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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