Mills, Helen Claire

Inspection date 29 April 2019 Previous inspection date 18 November 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 The childminder forms strong relationships with children and creates a caring and safe atmosphere. She has a kind and calm manner and gives children constant praise and encouragement throughout activities and routines. This enables children to develop their self-esteem and become confident learners. n The childminder provides a good range of exciting activities that reflect children's interests and offers them stimulating and challenging experiences. Children make good progress from their starting points. n The childminder is a positive role model to all ages of children. She is polite, respectful and uses consistent gentle reminders to help children play well together and respect the needs of others. Children behave well. n The childminder makes the most of professional development opportunities to help raise the quality of her teaching to a higher level. For example, since her last inspection she has taken multiple courses to help her improve outcomes for children, including

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This provision is good

developing social skills, mathematical understanding and language development for children who speak English as an additional language. n The childminder uses effective self-evaluation processes to identify changes needed to continually improve her service. For example, she has discussions with parents, other childminders and professionals to help her improve her play environment for the benefit of the children. She has recently levelled her tiered garden for younger children's safety and enjoyment. n At times, the childminder does not make the most of all opportunities to consistently support younger children's understanding of the benefits of making healthy food choices and the importance of healthy lifestyles. n The childminder does not consistently make the best use of parents' observations from home to help her gain a fuller picture of children's achievements and to precisely focus their next steps in 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 provide even more opportunities for children to learn about the importance of healthy lifestyles n extend partnerships with parents to further engage them in supporting their children's learning at home.

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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 home, including outdoors. n The inspector held discussions with the childminder and spoke to children at appropriate times throughout the session. n The inspector carried out a joint observation with the childminder. n The inspector sampled a range of documentation, including children's development records, suitability checks and policies and procedures such as safeguarding and risk assessment. n The inspector took into account the views of parents from written testimonials and feedback questionnaires.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder knows how to identify any safeguarding concerns and report these to the relevant agencies. She continues to build on her child protection knowledge through, for instance, online information webinars plus her own research to keep up to date with changes in requirements, particularly to prevent children from exposure to extreme and radical views. The childminder has a good awareness of protecting children and risk assessing play environments. Parents' comments clearly show how happy they are with the 'home- from-home' atmosphere she creates and the standard of care and education she gives to their children. All recommendations from the last inspection have been adopted. For example, the childminder has improved opportunities for children to extend their learning outdoors all year round. She recognises children's potential gaps in learning

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Quality of teaching, learning and assessment is good

Teaching is strong. The childminder understands what motivates children and supports them well in their play. She provides a wide variety of resources and activities, indoors and outdoors, to encourage children to experiment and create. For instance, children use moulding foam, fingers and brushes to make swirls and patterns, roll a ball in foam to make a pretend road for a car and delight in turning a banana skin into a penguin. The childminder supports children to learn to count, recognise colours and compare sizes throughout their play, for example as they explore toy cars and diggers and read lift-the- flap books. She offers praise and encouragement as children try new things. For instance, she congratulates younger children for persevering as they try and use the garden swing and see-saw.

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Personal development, behaviour and welfare are good

The childminder provides easy access to a wide range of resources. Children move freely around her home and explore their own ideas. This supports children's independence. Children and babies are happy, settled and comfortable. Overall, the childminder encourages children's health and physical well-being effectively. For example, children and babies often play outside, developing good coordination skills and good attitudes to keeping fit and healthy. Children of all ages have fun developing their climbing skills on the challenging assault course. The childminder supports children to develop a good understanding of safety routines. For instance, toddlers know they must wear their shoes to play outside in the garden.

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Outcomes for children are good

Children develop the skills they need for the next stage of their learning and the move to school. They are confident and keen to learn. They enjoy the play environments that kindle their natural curiosity and are confident to explore and try new things. For example, younger children are encouraged to use a safety knife to cut up a banana for snack. Children's interests lead their learning and they make good progress. For example, children learn about the differences between wild animals and zoo animals with different resources and storybooks.

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Setting details

Unique reference number EY431418 Local authority Bristol City of Inspection number 10061797 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 4 Date of previous inspection 18 November 2015

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Registers

The childminder registered in 2011. She lives in Fishponds, Bristol. The childminder offers care from 7am to 6pm, Monday to Friday, all year round, except for family holidays. She has a relevant childcare qualification at level 3. She is in receipt of government early education funding for some two-year-olds.

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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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