Childminder EY536743

Inspection date 1 November 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable 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

p.1

The provision is good

n The childminder reflects well on her provision and practice. She uses feedback from parents and children to make changes. She has recently reorganised the way she stores resources and toys to help children access these more easily. Children make confident choices about what and how they want to play and learn. n The childminder makes regular assessments of children's learning. She knows what children can do and what they need to learn next. She plans activities and experiences that encourage children to develop new skills. Children make good progress in their learning. n The childminder has good relationships with parents and others involved in the care of the children. She makes sure she provides information to parents about children's achievements. Children benefit from consistent experiences and develop well. n The childminder helps children to talk with each other well. She provides new words,

p.1

The provision is good

offers suggestions and asks questions to help them extend their communication skills successfully. Children are becoming confident talkers.

p.1

It is not yet outstanding because:

n The childminder does not consistently support children to understand how to show care for others and the environment, such as when they knock over towers made from blocks, which other children have built, or do not join in with putting toys away. n The childminder misses chances to let children manage tasks that they can do for themselves to enhance their skills further.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n improve consistency of messages for children to help them better understand expectations, including caring for the environment and when their actions may upset others n encourage children to manage tasks of which they are capable for themselves, to extend their skills even further.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of experiences and activities for children indoors and outdoors. n The inspector carried out a joint evaluation of the activities provided with the childminder. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector looked at samples of paperwork, including risk assessments, accident records, policies and procedures, and children's records. n The inspector discussed with the childminder how she builds relationships with parents and keeps them informed about children's learning and development.

p.2

Effectiveness of leadership and management is good

The childminder is keen to improve her knowledge and skills. For example, she has used information from advisers well to review how she monitors children's learning and development to make sure she meets their needs and interests appropriately. She has started to record children's learning and development online, after parents told her how much they valued seeing photographs of what children achieved during the day with her. She says parents now speak more frequently with her about how they can help children continue learning at home. Arrangements for safeguarding are effective. The childminder keeps her knowledge on children's safety and well-being up to date. She knows how to identify and act on concerns about a child's welfare. She shares current guidance well with parents.

p.3

Quality of teaching, learning and assessment is good

The childminder knows children well and helps them make good progress in their learning. For example, she encourages children to match the coloured felt 'lollies' to the correctly coloured lolly stick. Other children use their imaginations as they create a road and make the car drive down it, telling the childminder they are going to the shops. The childminder supports young children to be physical and creative too. For example, she praises them when they work out how to turn on the music and move their bodies in time to the sounds. The childminder supports children's curiosity well and extends their vocabulary as they play. For example, she encourages them to find and name parts of the face, such as eyes, mouth and nose, as they add these to a plastic potato head. She praises them when they get these in the right place or show her them on their own faces.

p.3

Personal development, behaviour and welfare are good

The childminder has secure attachments with the children, who love including her in their play. For example, young children find an empty box, put it over their heads then play peek-a-boo with the childminder. They laugh excitedly as the childminder says 'boo', and then copy her. Older children complete puzzles and make connections to the wider world. For instance, they notice the green cross on the ambulance and hospital, and can tell the childminder 'that is where you go if you are sick'. The childminder encourages children to make healthy choices. For instance, children explain they have milk and not juice to drink as it is good for you. Children play together, chasing bubbles in the garden and taking turns to try to blow them using the bubble mixture and wand.

p.3

Outcomes for children are good

Children are motivated and eager to explore. They are confident in what they want to do and seek help from the childminder when they need it. For example, younger children ask for help climbing the steps to the slide, then sit at the top to go down. Children eagerly explore how to fix different sized blocks together to increase the height of the tower without it falling down. Older children take pleasure in bouncing on the trampoline and counting how many bounces they can do. Indoors, children use their imaginations well as they use the pretend food to make a picnic and drinks for the childminder. The childminder prepares children well for their move into pre-school and school.

p.3

Setting details

Unique reference number EY536743 Local authority Gloucestershire Inspection number 10077267 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016. She lives in Quedgeley, Gloucester. The childminder offers care Monday to Friday from 7am to 6pm, all year round.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5