Harris, Maxine Jane

Inspection date 29 October 2018 Previous inspection date 15 April 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 knows children well. For example, she gains good information from parents as children start at the setting, to plan initial activities. She uses her assessments and monitoring of children's progress well to identify next steps in learning. Children make good progress from their starting points. n Children form strong attachments with the caring childminder. She encourages them to make decisions about their play and praises their attempts. Young children participate happily in turn taking games, such as, passing the ball, building relationships well. n There is a good two-way flow of information with parents to enable the childminder to meet children's care needs efficiently. She keeps parents well-informed of their children's progress and involves them in their children's learning. n The childminder has addressed recommendations from the previous inspection well. She uses her training well to effectively support children's communication and language

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The provision is good

skills. For example, she provides good commentary to children's actions and builds their vocabulary.

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It is not yet outstanding because:

n The childminder does not make the best use of the outdoor environment to provide children with opportunities across all areas of learning. n The childminder occasionally moves children on to another activity before they have had enough time to finish their play and explore their own ideas.

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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 provide more opportunities for children who learn best outdoors, to explore all areas of their learning n give children enough time to extend their ideas and curiosity further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's interactions with children as they played indoors and outdoors. n The inspector spoke with the childminder about her understanding of the early years foundation stage requirements. 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 implements her policies and procedures effectively, such as recording any accidents at the setting and injuries that children arrive with, to protect them from harm. She attends regular training to ensure she has up-to- date knowledge of her responsibilities to report any concerns about a child's welfare. The childminder evaluates her provision successfully and has action plans in place to make improvements, such as to create a visual timeline to help younger children understand routines. She engages in professional discussions, research and training to develop her skills further.

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Quality of teaching, learning and assessment is good

The childminder plans a good range of experiences to entice young children's sensory development. For example, she provides a good narrative as she prepares the pumpkin, so that children understand the process. The childminder encourages children's engagement, providing reassurance when they are unsure of the texture of the seeds. She provides children with a range of resources, such as bowls and spoons, for them to explore in their own way. The childminder interacts well. For example, when young children show an interest in the holes on plastic shapes, the childminder demonstrates how to thread them together and provides good explanation on why some shapes will not fit. The childminder uses this opportunity well to count and introduce shape names.

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Personal development, behaviour and welfare are good

The childminder provides many opportunities for children to make decisions for themselves. For example, children choose which fruit to have for snack. They gain good independence, for instance, peeling and cutting their own fruit. Children feel safe and secure. They confidently ask for help when needed and cooperate well in routines, such as when they need their nappies changing. Children learn to keep safe. For example, the childminder provides clear explanations so that children know the importance of holding hands when they descend the steps in the garden.

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Outcomes for children are good

Children gain the required skills for their future learning. They show interest and are keen to explore. For example, young children show great interest in the 'nut' from the story sack, exploring its texture and placing it in and out of their pocket for safekeeping. They are keen to explore sound. For instance, young children imitate movements, banging two objects together and listening to the different sounds. Young children show perseverance, for example, when repeatedly pushing a toy car into the transporter lorry, gaining good small-muscle skills.

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Setting details

Unique reference number EY284157 Local authority Bristol City of Inspection number 10060969 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 1 - 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 15 April 2015

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Registers

The childminder registered in 2004 and lives in Stapleton, Bristol. She operates all year round, Monday to Thursday, except for bank holidays and family holidays.

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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

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Registers

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Registers

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Registers

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