Childminder EY256114

Inspection date

Previous inspection date 28 November 2017 3 September 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder does not observe and assess children's progress effectively. She does not plan well enough to help children to take the next steps in their learning consistently and to support them to make as much progress as they could.  The childminder does not consistently gain detailed information from parents about children's developmental starting points and their ongoing achievements at home. She does not keep parents updated regularly about the progress children make in their learning.  There are inconsistent opportunities for children to practise their early writing skills in readiness for school.  The childminder's self-evaluation is not thorough enough to help her to identify all areas of weakness and to make improvements to raise the quality of her provision.

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It has the following strengths

 Children behave well. The childminder is very patient and calm. She gently reminds children that they need to follow rules to keep themselves safe. For example, the childminder explains to young children that they should not stand on the settee, in case they fall and hurt themselves.  The childminder provides a safe and comfortable environment. Children are happy and settled in the childminder's care.  The childminder supports children to lead healthy lifestyles well. For example, she provides nutritious homemade meals and daily opportunities to be physically active.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 use information from observations and assessments to monitor children's progress more effectively to identify what children need to learn next and to plan activities that support their development 28/12/2017

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Due Date

 develop systems to keep parents informed of children's progress to support consistency in children's learning and development. 28/12/2017

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 provide more opportunities for children to develop their early writing skills  use self-evaluation more effectively to identify and address all areas of weakness to help improve outcomes for children.

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Inspection activities

 The inspector observed the childminder's interactions with the children and discussed the impact of practice with her to help assess the quality of teaching.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector took into account parents' written views.  The inspector looked at documentation, including the childminder's self-evaluation, children's records and policies and procedures.

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Effectiveness of the leadership and management requires improvement

The childminder reflects on her provision and identifies what she does well. However, she does not evaluate her work thoroughly enough to identify and address all areas of weakness, such as her inconsistent systems for monitoring and informing parents of children's progress. She uses training updates to help develop her skills. Safeguarding is effective. The childminder keeps up to date with changes in legislation to safeguard children's welfare. She understands her role in keeping children safe. She has an appropriate understanding of the signs which could indicate that a child is at risk of harm. She knows the procedures to follow if she has any concerns about a child's welfare. The childminder carries out daily checks to help her to provide a safe environment for children.

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Quality of teaching, learning and assessment requires improvement

The childminder does not monitor children's progress well enough to help her to plan activities that help individual children to consistently take the next steps in their learning. Therefore, although, children enjoy engaging activities, sometimes the planned learning experiences that she provides fail to fully challenge them. For example, children race through simple books and quickly lose interest. The childminder, generally, provides sound support for children to develop their communication and language skills as they play. For example, she provides a narrative for what she is doing to introduce new vocabulary. The childminder supports children's mathematical development appropriately. For instance, she teaches children new words to compare the size of objects.

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Personal development, behaviour and welfare are good

Children form strong emotional attachments to the childminder. They enjoy the comfort of snuggling up to her. The childminder helps to boost children's confidence, for example, she praises children, telling them that she values their efforts The childminder meets their physical needs well. For instance, she recognises when children begin to tire and she adapts her plans so that they can rest when they need to. She communicates regularly with parents about their child's care to provide continuity in children's routines. The childminder provides a good range of toys and resources that motivates children to explore. She uses the local environment well to provide children with daily fresh air and exercise, such as when they visit local parks. The childminder teaches children how to keep themselves safe, for example, when crossing busy roads on outings.

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Outcomes for children require improvement

Children gain some skills that help to prepare them for the next stages of their learning. They enjoy freely exploring their surroundings and developing their independence. For instance, they are keen to carry out appropriate tasks, such as helping to prepare meals. However, weaknesses in assessments mean that the childminder does not consistently help children to make the good progress that they are capable of.

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Setting details

Unique reference number EY256114 Local authority Bristol City Inspection number 1070502 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 2

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Name of registered person

Date of previous inspection 3 September 2014

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Telephone number

The childminder registered in 2003 and lives in Henleaze, Bristol. She operates most weeks of the year from 8am to 5.30pm, Monday to Thursday.

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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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