Childminder EY371373

Inspection date

Previous inspection date 5 June 2018 23 February 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 is committed to developing her professional skills. For example, she researched how to support children's learning outdoors and now provides hideouts and tunnels to help children develop physical skills and play imaginatively. They go to forest school sessions to make their own discoveries by exploring in the natural environment.  The childminder makes good use of opportunities to extend children's learning through their interests. For example, they follow up on an interest in animals with trips to the zoo where they learn more about different animals. They visit the local library and choose the books about animals that they would like to read and explore further.  The childminder prepares children well for their future move to school. For example, she supports children to become independent decision makers. They enjoy making decisions, such as deciding if they will make play dough or have their snack first.

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This provision is good

 Children are eager and confident learners. They enjoy experimenting and setting their own challenges, such as when they try moving further and further away to increase the challenge as they throw and catch balls.

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It is not yet outstanding because:

 There are not enough opportunities for children to learn about the diversity of people, families and 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

 provide a wider range of opportunities for children to learn about the diversity of people and communities beyond their own.

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Inspection activities

 The inspector examined a range of documentation, including that relating to statutory requirements.  The inspector had a tour of the setting, including discussing health and safety with the childminder.  The inspector spoke to children and took account of their views.  The inspector observed care and teaching practices and jointly evaluated children's learning and development with the childminder.  The inspector read a parent's testimonial and took account of the views expressed.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the signs that would alert her to concerns and the actions she should take. The childminder evaluates her practice effectively to identify areas for further development and makes relevant changes that support children's learning well. For example, she realised that she did not always give children thinking time when asking them questions. She now ensures that she leaves sufficient time for children to think before they reply. She knows that younger, or less confident, children may need a prompt to help them to find the answer. She has made changes to storytelling which have increased children's interest in stories. For instance, she uses props and different actions to act out favourite stories when they go for walks.

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Quality of teaching, learning and assessment is good

The childminder supports children well to become enthusiastic and persistent learners, such as when they solve problems together and she values their ideas. For instance, when children's play dough becomes stuck in a mould children suggest using tweezers to free it and laugh excitedly when they see their idea working. The childminder uses many opportunities to teach new vocabulary. For example, children feel different textures and learn words to describe these, such as 'rough' and 'smooth'. The childminder provides a safe environment. She carries out thorough risk assessments, including teaching children how to begin to take responsibility for keeping themselves safe. For instance, they know that they should hold hands and stay together when they practise the emergency evacuation procedure. They know that they should not use the big trampoline.

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Personal development, behaviour and welfare are good

The childminder quickly establishes strong partnerships with parents. When children start, she gathers information about their achievements and home lives, and keeps routines consistent. This helps children to settle well. She talks with parents daily and takes account of the information they provide, such as by adjusting the daily routine to allow for extra rest. The childminder provides good opportunities for children to make healthy food choices. For example, she takes children to local shops where they are able to make choices about the fruit and vegetables they will eat for their snack.

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Outcomes for children are good

Children are happy and comfortable. They enjoy cosy times with the childminder, such as when they snuggle together to read stories. Children are quickly becoming independent, for instance, when they move outside they find, and put on, their own shoes. They carefully observe the weather and decide if they need a coat. All children are making good progress from their starting points.

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Setting details

Unique reference number EY371373 Local authority Bristol City Inspection number 1093379 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 23 February 2015

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Telephone number

The childminder registered in 2008. She lives in Lockleaze, Bristol. She operates from 8am to 6pm from Monday to Friday, all year round. The childminder has a relevant early years qualification at level 3. The childminder receives funding for the provision of free early education for children aged three and four years.

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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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