Perrett, Karen

Inspection date 29 April 2019 Previous inspection date 23 November 2015

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This inspection: Outstanding 1

Previous inspection: Good 2 Effectiveness of leadership and management Outstanding 1 Quality of teaching, learning and assessment Outstanding 1 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Outstanding 1

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This provision is outstanding

n The childminder has very high expectations of what children can achieve. She provides a highly stimulating and interesting environment for children to take the lead in their play and learning. n The childminder is very professional and dedicated to providing excellent care. She reflects on the quality of her practice exceptionally well. The childminder listens to the views of children, parents and other professionals, to support her in developing her provision. n The childminder has developed excellent partnerships with parents. She works tirelessly to ensure that parents are extremely well informed about their children's learning. For example, she shares children's observations and assessments, seeks feedback on progress and gives parents ideas of how they can support their children's learning at home. The highly effective partnerships work extremely well to create a shared approach to children's learning.

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This provision is outstanding

n Children are highly motivated and inquisitive. The childminder has an expert knowledge of how children learn. She uses highly effective methods to monitor and assess children's progress, which enables her to plan meticulously for children's next steps in learning. n Children are extremely happy and settled. They develop very close and caring relationships with the childminder and other children in the setting. Children make rapid progress in their learning. n The childminder supports children's emotional needs and helps to raise their self- esteem exceptionally well. For instance, she uses photographs of children and their families around the play area and she constantly praises children's achievements. Children develop secure attachments and demonstrate confidence in their own abilities.

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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 continue to use the excellent partnerships with parents to support children's developing independence with meeting their toileting needs.

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What the setting needs to do to improve further

n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation with the childminder and reflected on the effectiveness of the activity. n The inspector read written statements from parents and took into account their views. n The inspector sampled a range of documentation and children's records. n The inspector held discussions with the childminder and children during the inspection.

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Effectiveness of leadership and management is outstanding

The childminder places a high priority on children's safety. The arrangements for safeguarding are effective. The childminder has an excellent knowledge of the procedures that she should follow if she has concerns about a child's welfare. She carefully monitors children's well-being. The experienced childminder is fully committed to reviewing and improving the service that she provides. For instance, she uses her close partnerships with other local professionals and takes part in training to develop her skills and knowledge to raise outcomes for children. The childminder reflects positively on how recent training on mathematics has helped her to develop how she promotes mathematics in every area of her setting. Since her last inspection, she has created an outdoor classroom for children to access a wide range of resources, as she recognises that some children prefer to learn outside.

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Quality of teaching, learning and assessment is outstanding

The childminder is an excellent teacher. She is calm and encouraging, and children are extremely confident at seeking her support. The childminder uses children's interests exceptionally well to involve them in learning and developing their curiosity. For example, children excitedly explore how bubble mixture is made, exploring what consistency of soap and water is needed to make the bubbles form. The childminder supports children's mathematical awareness exceptionally well as they learn to count and compare size and length of objects. For instance, she uses opportunities such as giving out plasters to encourage children to compare size and to measure what will fit them. The childminder uses her skills well to help children learn about routines using time. For instance, she points out the clock and tells children where the hands will be facing at lunchtime. This supports children's understanding and interest in time.

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Personal development, behaviour and welfare are outstanding

The childminder is extremely patient. She encourages children to be highly involved in preparing activities. For instance, children show very good control as they carry jugs of water to fill the water tray. Children know their routines well and demonstrate excellent confidence in their own abilities. Even very young children wash their hands independently before meals and follow instructions well. The childminder recognises that parents need some support to encourage older children as they are starting toilet training. Children behave exceptionally well. They listen intently and take great pride as they tidy up the toys at the childminder's request. The childminder is highly skilled at encouraging children to develop their physical abilities. Children giggle as they very competently explore how they can move their whole bodies using ribbons.

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Outcomes for children are outstanding

Children are exceptionally well prepared for the next stage in their learning and the eventual move to school. Older children develop excellent communication skills. They confidently share their ideas and express their interests. Younger children are highly imaginative. They spend long periods of time very focused and deeply engaged in their chosen play.

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Setting details

Unique reference number 136334 Local authority South Gloucestershire Inspection number 10060973 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 5 Date of previous inspection 23 November 2015

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Registers

The childminder registered in 1989 and lives in Thornbury, Gloucestershire. She operates from 7.30am to 5pm, Monday to Thursday, all year round. The childminder works alongside a co-childminder and offers funded nursery education places for children aged two, three and four years.

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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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