Childminder 101152

Inspection date

Previous inspection date 15 November 2017 29 September 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 updates her knowledge frequently and uses new information to continually develop and improve her practice. For example, she has studied new food guidelines and uses these to assess how well she is meeting children's dietary needs.  Children are able to explore their understanding of technology and how things work from an early age. For example, toddlers learn about how their actions cause movement as they press buttons and spin wheels on different toys.  The childminder provides many opportunities for children to use language to express their ideas and understanding. For instance, she gives the time children need to think as they respond to questions.  The childminder is skilled in supporting the communication needs of toddlers who speak English as an additional language. For example, she responds promptly to children's non-verbal signals and offers praise when children begin to use single words.

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This provision is good

 Children are confident learners who progress well. They persevere with self-chosen activities, such as jigsaw puzzles. Children show pleasure in their achievements and those of their friends.

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It is not yet outstanding because:

 The childminder does not provide many opportunities for children to learn about the diversity of people, families and communities beyond their own.  The childminder does not consistently provide opportunities for children to be actively involved in evaluating their own development and planning for their future learning.

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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 a wider range of opportunities for children to learn more about differences and diversity  increase opportunities for children to be involved in evaluating their own development and planning for their future learning.

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Inspection activities

 The inspector observed care and teaching practices and discussed these with the childminder.  The inspector read testimonials from parents and took account of the views expressed.  The inspector spoke with children and took account of their views.  The inspector viewed a range of documents.  The inspector discussed the management of the provision with the childminder.

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Effectiveness of the leadership and management is good

The childminder develops effective partnerships with parents. She gathers information from parents, such as children's likes, dislikes and routines, to establish each child's starting point. She observes children's learning regularly and uses these observations well to make accurate assessments of each child's progress. The childminder frequently shares her assessments of children's learning with parents. Safeguarding is effective. The childminder knows the signs that would alert her to have concerns for a child. She knows the actions she should take, and where to seek help, to follow through any concerns.

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Quality of teaching, learning and assessment is good

The childminder knows how to provide good opportunities for children to explore and learn across all areas of the curriculum. For example, she talks with children about the animals on their jigsaw puzzle. Toddlers excitedly join in with sounds such as 'snap, snap' for the crocodile. Older children count confidently as they build their bricks into a tower. The childminder provides many opportunities for children to learn outdoors. Children play in the garden and go for walks daily all year round. For instance, they visit local shops and go to parks where they are able to use big physical movements as they run, jump and climb. The childminder is adept at teaching children the social skills they need for the next stages of their development. For example, children talk about what they have enjoyed doing that morning as they eat lunch together.

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Personal development, behaviour and welfare are good

The childminder provides a hygienic and safe environment which she risk assesses regularly. She teaches children important life skills, such as how to begin to take responsibility for safety. For example, children learn to be alert to dangers, such as broken glass and animal faeces when they are in public spaces. The childminder provides good support for children's emotional well-being. For instance, she provides extra support with cuddles and a clapping game as toddlers become tired at the end of the morning. She is committed to teaching children about the importance of healthy eating. For example, children know that they only have treats after meals. Children eagerly anticipate the home-cooked meals that the childminder prepares.

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Outcomes for children are good

Children are inquisitive and are keen to show their environment to visitors. For instance, they enjoy sharing photographs of their past experiences. Toddlers excitedly point to themselves and their friends in the photographs. Children are happy and comfortable, and they enjoy their time with the childminder. They are beginning to be aware of the needs of others. For example, they are caring when another child is hurt. They willingly share and take turns with favourite ride-on toys in the garden.

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Setting details

Unique reference number 101152 Local authority Gloucestershire Inspection number 1111898 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 29 September 2014

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Telephone number

The childminder registered in 1989. She lives in Cheltenham, Gloucestershire. The childminder operates from 8am to 6pm from Monday to Friday all year round.

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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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