Gibbons Christine Avis

Inspection date 23 November 2018 Previous inspection date 5 November 2014

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This inspection: Good 2

Previous inspection: Met 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 Children form strong bonds with the childminder and are happy and settled. They demonstrate a strong sense of belonging in the childminder's welcoming home. The childminder knows the children, their families and their specific needs well. n Partnerships with parents are well established. The childminder keeps parents informed about their children's learning and development regularly and how this could be extended at home. n The childminder provides a stimulating learning environment and children make independent choices about their play. All children make good progress from their initial starting points. n Children have many opportunities to visit local groups, libraries and places of interest in the local community. This helps extend their knowledge and understanding of the diverse lives, cultures and backgrounds of people in the community. n The childminder uses effective methods to evaluate the quality of her service and to

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The provision is good

help her plan further improvements. She involves parents and children in this process.

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It is not yet outstanding because:

n The childminder does not use her assessment systems as well as possible to monitor precisely the progress of children, to help children make the best progress possible. n At times, the childminder overlooks opportunities to challenge children to find solutions to problems, to help develop their thinking skills.

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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 make best use of monitoring and assessment systems to consistently identify children's next steps of development more precisely to help them make rapid progress n increase opportunities for children to find solutions to problems to help develop and challenge their thinking to their highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the childminder's home. She spoke with the children and held discussions with the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. She discussed children's learning and development and the progress they make. n The inspector took into account the views of parents and carers through written questionnaires provided by the childminder. n The inspector sampled a range of documentation, including children's records, evidence of suitability checks and documentation linked to safeguarding children.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures to follow to report concerns about a child's welfare. She keeps up to date with changes in child protection legislation. The childminder supervises children well. She takes positive steps to minimise risks to children, to help ensure that they are kept safe. The childminder is committed to her role and her ongoing professional development. For example, she reads childcare articles, such as how to help children move on to school. She attends training and engages in discussions with other childminders to share good practice ideas. The childminder has established good links with other settings children attend to help provide consistency in care.

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Quality of teaching, learning and assessment is good

The experienced childminder understands that children learn through play. She provides a good range of activities that are stimulating and interesting to children. She supports children's learning very well. She uses what she knows about each child to plan activities based on their interests. For example, she uses the train track to introduce different mathematical concepts, such as counting and addition. She encourages children to add on more carriages and estimate which engine will fit under a small wooden bridge. The childminder promotes a good use of language. For example, she comments on what is happening as children play and introduces them to new words. The childminder models language very well, giving good eye contact and lots of encouragement.

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Personal development, behaviour and welfare are good

The childminder supports children's personal, social and emotional development well. She is a good role model and helps children learn to share, be tolerant and develop good levels of self-esteem. Children show that they are confident and use their personal skills effectively. They move around the rooms choosing their own play. The childminder supports children's physical health and well-being effectively. For example, children enjoy healthy meals and snacks. They like going for walks with the childminder and gain confidence stretching and climbing on the play equipment in a local park. Children benefit from many opportunities to learn about how to keep themselves safe. The childminder reminds them about safety rules and provides clear explanations about these.

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Outcomes for children are good

Children are very motivated and become deeply involved in activities of their own choosing and remain interested and engaged for long periods. They acquire a range of skills to support the next stages in their development and help them prepare for school. Children develop good early literacy skills. For example, they learn about the sounds that letters represent and begin to write their name as well as enjoying books.

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Setting details

Unique reference number 205902 Local authority Derby Inspection number 10083490 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 - 5 Total number of places 6 Number of children on roll 2 Date of previous inspection 5 November 2014

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Registers

The childminder registered in 1988. The childminding provision operates from 7.30am until 5.30pm, Monday to Friday, term time only. The childminder offers funded early education for two-, three- and four-year-old children.

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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

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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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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