Berry, Sharon Julie

Inspection date 11 April 2019 Previous inspection date 3 February 2016

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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 The childminder has reflected effectively on her practice since the previous inspection. For example, she has successfully improved opportunities for children to develop their independence. This helps children in managing their personal care ready for school. n The friendly childminder develops close and trusting relationships with the children. They thoroughly enjoy their time in the childminder's company. n The childminder observes and assesses children's progress effectively and plans their next steps in learning well. This enables all children to make good progress in their learning. n The caring childminder is a very positive role model for children. She follows effective practices to support children's good behaviour and respect for other people. Children's behaviour is very good. n The childminder develops strong links with parents, local playgroups and schools, which ensures a consistent approach to children's well-being.

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This provision is good

n At times, the childminder misses opportunities to encourage children to stay at self- chosen activities to further support their learning and development. n Although the childminder keeps up to date with all required training, she does not focus on developing her teaching skills to the highest level.

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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 help children to engage and concentrate more effectively on activities of their choosing to further support their learning and development n use professional development opportunities to develop teaching skills further to maximise children's learning.

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What the setting needs to do to improve further

n The inspector observed activities and the quality of teaching throughout the setting. n The inspector held discussions with the childminder and spoke to children at appropriate times throughout the inspection. n The inspector invited the childminder to carry out a joint observation. n The inspector sampled a range of documentation, including children's development records, suitability checks, risk assessments and policies and procedures. n The inspector took into account the views of parents from written feedback.

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Effectiveness of leadership and management is good

The experienced childminder regularly exchanges ideas with other childminders and completes research to keep abreast of any changes that will support children's development. For example, she has identified the need to strengthen the sensory experiences she offers outdoors so children of all ages can enjoy working collaboratively together. She also intends to offer even more natural and open-ended resources. The arrangements for safeguarding are effective. The childminder has a clear understanding of what to do if she has any concerns about a child's welfare. Parents express their appreciation, for example in feedback questionnaires, of the childminder's care and great knowledge of their children.

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Quality of teaching, learning and assessment is good

The childminder knows each child well and creates exciting learning opportunities that engage and inspire children. For example, children imaginatively take on different roles in their pretend play, including caring for 'poorly' dolls with cuddles and plasters. The childminder's interactions are skilful as she helps to develop children's thinking and promotes their vocabulary through her supportive play. For example, when children choose to do a puzzle of people from around the world, she talks about the differences and similarities of the characters as they attempt to complete it. The childminder supports children's mathematical skills well. For instance, she encourages them to count, estimate and compare as they blow bubbles in the garden.

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Personal development, behaviour and welfare are good

The childminder supports children's good understanding of healthy lifestyles. Children enjoy regular physical exercise and know the importance of a healthy diet. For example, they name fruit and vegetables as they prepare their own snack and ask for tuna and sweetcorn to make a doll a healthy sandwich. The childminder supports children with their transition to school effectively. For example, children get to know teachers and staff when they collect older children from playgroup and school. The childminder encourages children's independence and social skills. For instance, children receive lots of praise and encouragement for good listening, taking turns and following simple instructions. This helps prepare children well for the next stage of their learning.

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Outcomes for children are good

Children are curious, independent and sociable. They are well prepared in readiness for school. For example, older children learn to recognise letters in their name and enjoy listening to stories. Children become independent as they help tidy away toys and resources, go to the toilet on their own, and learn to use sharp knives and scissors safely. Children learn to play and develop friendships, and they enjoy taking part in physical activities when they attend group activities in the local community.

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Setting details

Unique reference number 100902 Local authority Gloucestershire Inspection number 10063074 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 - 11 Total number of places 6 Number of children on roll 4 Date of previous inspection 3 February 2016

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Registers

The childminder registered in 2000. She lives in Tewkesbury, Gloucestershire. She works weekdays from 7.30am to 6pm, all year round.

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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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