Childminder EY251404

Inspection date 29 August 2018 Previous inspection date 13 October 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder uses her training well to ensure children feel secure. Children form close bonds with the childminder and her assistant, who support their emotional well- being effectively. For example, they offer regular praise and encouragement, building children's self-esteem well. n The childminder has a good knowledge of children's interests, care needs and next steps to help her plan stimulating experiences to support their individual needs. Children make good progress from their starting points. n There is effective partnership working at all levels. For example, parents are actively involved in children's learning and provide essential information on children's starting points and their learning at home to help the childminder in her planning. n The childminder uses her training well to evaluate the provision. She accurately identifies ways forward to improve outcomes for children, for instance, extending

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The provision is good

resources outside to support children's imaginative play.

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It is not yet outstanding because:

n On occasion, the childminder and assistant miss opportunities to help children learn about how to keep themselves healthy and safe. n During group activities, the childminder and assistant do not always encourage less confident children to fully engage in activities.

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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

n use all opportunities to help children learn about practices that keep them healthy and safe n provide even more support to less confident children to enable them to be fully engaged in activities.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's and assistant's interactions with children as they played outside. n The inspector held discussions with the childminder about her understanding of the early years foundation stage requirements. n The inspector completed a joint observation with the childminder and discussed how she supports her assistant in her professional development. n The inspector considered the written views of parents. n The inspector sampled documentation, including children's assessment records, the childminder's self-evaluation, and policies and procedures.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder ensures that she and her assistant understand their responsibilities to report any concerns about a child's welfare to appropriate agencies. The childminder ensures that her assistant is suitable for her role and provides ongoing guidance to support her to develop her skills even further. For example, they reflect daily on their practice and evaluate activities. The childminder now uses her knowledge of children's interests more effectively when planning the outdoor environment. The childminder tracks children's progress well. She identifies any gaps in children's learning effectively and develops accurate plans to help reduce these.

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Quality of teaching, learning and assessment is good

The childminder provides a broad and balanced range of experiences. Children develop good listening skills, for example, as they share books. The assistant involves children well, for instance, she asks questions and encourages most-able children to complete rhyming sentences. The childminder provides good opportunities for children to engage in imaginative play. For example, children thoroughly enjoy exploring the mud kitchen. They show good small-muscle skills as they use a range of tools to transfer the mud and water. The childminder and assistant provide good commentary to support children's mathematical understanding. For example, they help children see that they have a small saucepan with a large lid, and help them to solve the problem.

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Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming environment which reflects children's interests and learning styles. Children develop close bonds with familiar adults who know them well. For example, the assistant is quick to comfort and reassure toddlers when unfamiliar adults are present. The childminder is patient. She provides encouragement and repeats instructions so that even the youngest children are involved in familiar routines, such as tidying away. Children have good opportunities to be outside and active. For example, there are regular visits to the allotment where children learn about growth and harvest their own vegetables, helping them to learn about where food comes from.

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Outcomes for children are good

Children gain the skills they require for their next steps in learning. Children confidently explore a well-organised environment. They show an interest in how things work, such as how the spinning tops move. Babies delight in pulling themselves up on a chair and sliding it around the floor as they begin to take their first steps. Children gain independence. For example, they use flannels to wash their hands and face after eating and make good attempts to put their shoes on when they decide to play outside.

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Setting details

Unique reference number EY251404 Local authority Bristol City of Inspection number 10061776 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 2 Total number of places 12 Number of children on roll 7 Date of previous inspection 13 October 2015

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Registers

The childminder registered in 2003 and lives in the Ashley Down area of Bristol. The childminding service operates Monday to Friday all year round. The childminder receives funding for the provision of free early education for children aged two, three and four years. The childminder works with an assistant and both hold early years qualifications at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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