Childminder EY437485

Inspection date

Previous inspection date 13 December 2017 5 March 2015

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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 uses professional development successfully to develop her teaching skills. For example, since her last inspection she has achieved a level 3 qualification, which has deepened her understanding of how children learn and how to support their development well.  The childminder supports children's communication and language development effectively. For example, she reads books to children, taking opportunities to teach them new vocabulary and encouraging them to experiment with sounds and repeat new descriptive words.  Children form strong emotional attachments to the childminder. The childminder is kind and she nurtures children's developing self-esteem. For example, she involves children in making decisions and she uses praise to show them that their ideas are valued.  Partnerships with parents are strong. The childminder regularly exchanges information with parents to support a shared approach to children's care and development.

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It is not yet outstanding because:

 The childminder identifies the next steps in children's learning well and provides experiences that support them to make good progress. However, her planning is not always as precise as possible, to help children to achieve the best possible outcomes.  The childminder does not provide many opportunities for children to learn about the diversity in the lives of people in communities beyond their own.

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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

 plan activities even more precisely to support children to make the best possible progress  increase the range of opportunities for children to learn about people in communities beyond their own to support their understanding of similarities and differences.

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Inspection activities

 The inspector observed children playing and taking part in activities and assessed the quality of teaching.  The inspector held discussions with the childminder and children at convenient times throughout the inspection.  The inspector looked at documentation, including children's learning journals, self- evaluation and training records, policies and procedures.  The inspector took into account the written views of parents.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good awareness of child protection issues and she knows the procedures to follow if she has concerns about a child's welfare. The childminder evaluates her provision successfully. She uses feedback from parents, children and other professionals to help her to identify where she can make improvements to meet children's interests and learning needs well. For example, the childminder has developed an exciting array of materials to encourage children to experiment with making different sounds. The childminder monitors children's progress closely and she uses the information effectively to address any gaps in their learning. The childminder works well in partnership with other early years providers.

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Quality of teaching, learning and assessment is good

The childminder provides a wide range of experiences to help children to learn. She makes good use of the local environment. For example, children enjoy taking part in activities in local woodlands, such as campfire cooking. They benefit from regular visits to the zoo, where they handle and learn how to look after exotic animals. The childminder uses her strong teaching skills to support children well during activities. For example, during a messy-play activity, she supported children's mathematical development effectively by introducing language to help them to compare quantities. Children develop good physical skills. They take part in many activities that support their hand-to-eye coordination, such as ball games and using tools.

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Personal development, behaviour and welfare are good

The childminder maintains a warm, comfortable and safe environment for children. For example, she uses risk assessments to help her to reduce hazards. She also teaches children to identify risks, such as spilled liquids on the floor. The childminder is a very good role model for children. For instance, she consistently demonstrates patience and good manners. Children feel secure in her company and they are affectionate towards her. Children behave very well. For example, they are helpful and older children appreciate the needs of the younger ones. Children develop good levels of independence, for instance, young children wash their hands thoroughly and they use cutlery to feed themselves.

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Outcomes for children are good

Children are confident and successful learners. They indulge their curiosity during activities, testing out different ways of solving problems. For example, they use utensils and containers to help them to mix solids and liquids together. Children develop very strong social skills. For instance, they seek out others to play with and include in their games. Children gain good skills in preparation for future learning and school.

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Setting details

Unique reference number EY437485 Local authority Bristol City Inspection number 1095173 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 2 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 5 March 2015

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Telephone number

The childminder registered in 2011. She lives in Knowle, Bristol. Childminding takes place from 7.45am until 6pm, Monday to Friday, for most weeks of the year. The childminder holds an early years qualification at level 3.

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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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