Wells Lorraine Anne

Inspection date 11 February 2019 Previous inspection date 23 July 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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This provision is good

n Children form strong bonds with the caring and attentive childminder. They are happy, secure and confident to make decisions about their play and learning. n The childminder observes children regularly and monitors their progress effectively. She identifies clear next steps for each child and plans activities and support that help them to move forward in their learning. All children make good progress. n The childminder supports children's communication and language skills well. Children are confident communicators. They readily share their thoughts and ideas as they play. The childminder listens attentively, models conversation and asks questions that encourage children to think further. n The partnerships with parents are effective. Parents are highly complimentary about the care their children receive. The childminder shares useful information regularly with parents and works with them to support children's progress and well-being.

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This provision is good

n The childminder evaluates her provision regularly and continually seeks ways to improve her service. She seeks the views of parents and other professionals and makes effective changes, which help to improve outcomes for children. For instance, she has considered age-appropriate ways to support children's understanding of internet safety. n On occasion, the childminder misses opportunities to adapt activities and build on children's spontaneous play ideas, to fully challenge and extend their learning.

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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 adapt activities and build on children's spontaneous play ideas more effectively, to help challenge and extend their learning even further.

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What the setting needs to do to improve further

Inspection activities n The inspector held discussions with the childminder and talked to children at appropriate times during the day. n The inspector looked at evidence of the childminder's qualifications and suitability checks. n The inspector observed the interaction between the childminder and the children throughout the day. n The inspector observed an activity and evaluated its effectiveness with the childminder. n The inspector read written feedback from parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder ensures that her safeguarding knowledge is up to date, for example, by attending regular training. She has a secure knowledge of procedures to follow should she have any concerns about a child's welfare. The childminder is committed to making ongoing improvements. She develops her professional knowledge through working with other professionals and regular research, finding new ways to support children's learning. For example, she has recently improved the garden, to enhance children's outdoor learning experiences and challenge their physical skills even more.

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Quality of teaching, learning and assessment is good

The childminder values children's interests and supports them to make independent choices as they play. Children confidently access a wide range of resources and lead their own learning. The childminder builds on children's mathematical skills well, including by counting and comparing sizes during play. She successfully teaches children to solve simple mathematical problems and supports their confidence to tackle challenges. The childminder extends children's understanding of the world effectively, for example when playing with magnets. Children explore magnetic properties through trial and error, and the childminder teaches them about different types of materials that objects are made of.

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Personal development, behaviour and welfare are good

The childminder gently sets clear boundaries and models positive behaviour. Children are polite, well behaved and understand and follow rules well. Children learn about keeping themselves safe. For example, they learn how to use knives safely when cutting fruit and confidently discuss their knowledge of emergency evacuation. The childminder teaches children about cultural diversity effectively. For instance, children explored the Chinese New Year celebration in depth. They explore different aspects of Chinese culture through a range of activities, including crafts and tasting different foods. The childminder supports children's independence well. For example, children help to tidy toys, prepare their meals and learn to manage hygiene routines independently.

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Outcomes for children are good

Children focus well on their chosen activities and enjoy trying out their new skills. They are eager to practise their mathematical skills and show good development in this area. For example, they count out pieces accurately when playing dominoes and recognise numerals. Children enjoy drawing and develop good pencil control. For instance, they draw pictures of their family and attempt to write letters from their names. Children acquire skills and positive attitudes that prepare them well for their future education.

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Setting details

Unique reference number EY309218 Local authority Gloucestershire Inspection number 10063061 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 3 - 10 Total number of places 6 Number of children on roll 7 Date of previous inspection 23 July 2015

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Registers

The childminder registered in 2005. She lives in the Barton area of Gloucester. The childminder operates from Monday to Friday, all year round. She receives funding to provide free early education for children aged three and four years. The childminder holds an appropriate qualification 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

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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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