Abbott, Deborah Vyvyan

Inspection date

Previous inspection date 19 April 2018 5 November 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 works closely with parents to help share information from the start so that she understands each child's personality, care and emotional needs.  The childminder quickly identifies any children who need additional support and those who have special educational needs (SEN) and/or disabilities. She works with parents to seek wider support to help narrow the gaps in their learning.  The childminder develops close relationships with children, and she places a clear focus on children increasing their self-help skills and independence.  The childminder places a strong emphasis on promoting children's communication and language skills during her interactions.  The childminder provides an inclusive environment where children learn to respect each other. She places a clear priority on gender equality and confidently challenges any racial, cultural and gender stereotypes.  The educational programme for promoting children's understanding of the world is

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This provision is good

strong. Children benefit from good practical first-hand experiences to learn about and explore the natural world.

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It is not yet outstanding because:

 The childminder does not consistently use children's assessment information precisely enough to help children make the best possible progress.  The childminder does not consistently provide a rich range of activities to extend children's learning further in some aspects of their literacy and mathematical 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

 make full use of the children's assessment information to plan highly challenging activities, to help children make even better progress  provide a rich range of activities to engage children's learning even further, particularly in exploring a wide range of reading materials and in grouping objects.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of child protection issues and knows the procedure to follow if she has a concern. She places a strong focus on wider safeguarding issues, such as internet safety, to keep children safe. The childminder regularly meets with other childminders for support, such as to share ideas and to help her reflect on improving her practice. She uses feedback from parents to help her adapt the service. Parents report high levels of satisfaction, and the range of activities and the childminder's nurturing approach and flexibility impress them. The childminder has a clear action plan in place to build on her practice even further.

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Quality of teaching, learning and assessment is good

The childminder plans interesting activities, which quickly capture children's curiosity and have a clear learning intention. For example, the childminder skilfully encourages children to pot seeds using compost and incorporates concepts such as colour, shape and texture. She encourages children to talk about what they are doing and their past experiences during the activity, and they show good levels of involvement. The childminder teaches children to care for the natural world. For example, children help to recycle paper, plastic and tin, and learn to re-use and create things with empty pots and boxes. Children learn about their local community as they visit places of interest, such as the library, museum, abbey, river and various parks.

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Personal development, behaviour and welfare are good

Children show a good understanding of behaviour expectations in place for their safety and welfare. For example, children know it is unsafe to run indoors and learn how to cross the road safely. Children show a good awareness of how to prevent the spread of infection when they sneeze and cough, and the importance of washing their hands. The childminder teaches children about how their own and other people's families are different and to respect these differences. The childminder confidently teaches children that they are all equal and they can play with all the resources available regardless of their gender. She encourages children to think about their own and others' strengths. Children behave well and the older children learn to be considerate to the needs of the younger children.

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Outcomes for children are good

All children make good progress from their starting points and are well prepared for school. All children, including those who have SEN and/or disabilities are fully included in all activities and enjoy their time. Children explore using paint in a variety of ways to make their creations. They have plenty of opportunities to be physical as they use mats to do gymnastics and use a range of balancing and physical play resources. Children enjoy writing and use various tools, such as scissors and tweezers as they play. They have good opportunities to use their senses. For example, children explore dry, coloured rice and cornflour mixed with water. Children learn to count, recognise numbers and learn to consider concepts such as weight and measurement.

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Setting details

Unique reference number EY404115 Local authority Gloucestershire Inspection number 1130641 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 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 5 November 2015

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Telephone number

The childminder registered in 2009 and lives in Tewkesbury, Gloucestershire. The childminder operates all year round from 7am to 6pm from Monday to Friday, except for family holidays and bank holidays. The childminder holds an appropriate 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

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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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