Russell Angela Jean

Inspection date

Previous inspection date 15 March 2018 12 October 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 provides a relaxed and calm environment. She forms secure attachments with the children, which helps them to feel safe and secure in her care.  The childminder interacts well with the children. She is a good role model and supports children's learning and development successfully. This contributes to the good progress children make.  Parent partnerships are good. The childminder works closely with parents from the start to find out about the child and their family, this helps her to meet the needs of the children in her care and builds relationships immediately.  The childminder is committed to continuous improvement. She has a good understanding of how to evaluate her practice. For example, she has met the recommendation from her previous inspection by considering the views of her parents and children when making improvements. For instance, through questionnaires.  Children's behaviour is good. The childminder knows the children well and is sensitive

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This provision is good

towards their individual needs. She encourages them to take turns and share successfully.

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It is not yet outstanding because:

 On occasions, the childminder misses opportunities to challenge older children fully to extend their good progress even further.  Staff do not consistently encourage children to complete simple tasks for themselves to help develop their self-help skills and independence 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

 offer a wider range of experiences to challenge older children to extend their learning even further  provide more opportunities for children to do things for themselves to support their self-help and independence skills.

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Inspection activities

 The inspector observed the quality of teaching indoors and assessed the impact this has on children's learning and development.  The inspector had a tour of the premises and viewed the resources available for the children.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector sampled a range of documentation and policies, including evidence of suitability.  The inspector considered the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder can recognise the signs that indicate children may be at risk of harm and knows who to report to if she has a concern about a child. She places a strong emphasis on children's safety. The childminder effectively carries out risk assessments which help her to identify and minimise any hazards to children. The childminder is committed to developing her professional skills and keeps her knowledge and practice up to date. For example, she has recently updated her skills in first aid and knowledge of safeguarding issues. The childminder has attended a behaviour management course. This has provided her with new ideas on how to manage behaviour, which is having a positive impact on the children.

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Quality of teaching, learning and assessment is good

The childminder monitors children's progress accurately and uses their starting points well to identify and address any gaps in learning. She knows the individual children well. The childminder gets down to children's level as they play and offers good help and guidance when appropriate. For example, she models and demonstrates how to decorate Easter egg pictures, to support children to use their imaginations. Children learn to memorise and develop valuable recall skills. For instance, they enjoy playing a shopping memory game. They learn to take turns, share, match objects and have fun as they try to remember where they can find each picture.

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Personal development, behaviour and welfare are good

Children feel safe and secure, and are well motivated to play and learn. They enjoy spending time with the childminder in her warm and welcoming home. Children learn how to manage their behaviour and are confident in their surroundings. They understand about staying safe and managing risks. For example, they know to stop, look and listen before they cross the road. Children learn to value and respect their own and other children's differences. For example, they learn about different countries and cultures.

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Outcomes for children are good

Children are happy, make friends and develop good social skills. They learn to care about each other and respect each other's individual needs. They visit local places of interest and have a good understanding of the local community and wider world. For example, they visit local parks, libraries, farms and mother and toddler groups where they meet other children, which supports their confidence and social skills well. Children engage in a good selection of learning experiences which help them prepare for their eventual move to school. They make good progress from their starting points and gain the skills needed for the next stage of learning.

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Setting details

Unique reference number 101100 Local authority Gloucestershire Inspection number 1126416 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 3 Number of children on roll 11

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Name of registered person

Date of previous inspection 12 October 2015

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Telephone number

The childminder registered in 1996 and lives in Stroud. She works from 7.30am to 5.30pm, Monday to Friday. The childminder is in receipt of funding to provide free early education for two-, three- and four-year-old children. She holds a relevant childcare qualification.

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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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