Dodd, Helen

Inspection date 19 June 2019 Previous inspection date 13 July 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 consistently prioritises children's well-being and responds quickly to their individual needs. This helps children to feel secure, develop their self-esteem and be enthusiastic learners. Children are very happy and settled at the setting. n The childminder is a calm and positive role model to all ages of children. She is polite, respectful and helps children learn to play well together and respect the needs of others. Children behave very well and work with the childminder and her co-minder to establish the house rules for everyone. For instance, children know they must wait up a grass bank to stay safe when the garden gate needs opening for a car. n Teaching for pre-school children is strong. The childminder supports them well to develop the skills they need in readiness for starting school. Overall, she provides a wide range of stimulating resources and activities that support children's interests and

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This provision is good

needs well. All children make good progress in their learning. n Partnerships with parents and other settings children attend are very good. The childminder holds regular discussions and shares her observations and assessments termly. This keeps parents and carers well informed about children's achievements and their care. n The childminder works effectively with her co-minder to discuss and identify all areas for improvement. They have developed the indoor play area to better support children's current interests and have created an environment rich in number and text to help encourage children's early mathematical and literacy skills. n The childminder does not consistently maximise opportunities during younger children's play and activities to challenge and extend their learning further. n The childminder and her co-minder do not make the most of opportunities to support further younger children's understanding of healthy lifestyles.

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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 improve teaching skills to make the most of all opportunities to extend younger children's learning even further, to help them achieve their highest potential n provide even more opportunities for younger children to learn about the importance of healthy lifestyles.

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What the setting needs to do to improve further

n The inspector observed interactions between the childminder and her co-minder with the children indoors and outdoors and looked at available resources. n The inspector had discussions with parents and took account of their views, along with written testimonials. n The inspector looked at children's information, online and written learning records, attendance records and a sample of policies and procedures. n The inspector talked to children and had discussions with the childminder and co- minder about leadership and management, safeguarding and how they evaluate practice. n The inspector invited the childminder to carry out a joint observation.

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Effectiveness of leadership and management is good

Parents speak very highly of the childminder's nurturing and caring ways, and the wide variety of experiences she and her co-minder plan for the children, particularly in the local community. The arrangements for safeguarding are effective. The childminder and her co-minder have a good knowledge of safeguarding issues. They know how to respond appropriately to any concerns and implement their policies and procedures, including robust risk assessments for outings. The childminder has a positive attitude to improving her childcare knowledge and practice. For example, she regularly attends training and meetings with other childminders. This helps her identify any possible changes she can make to improve outcomes for children. For instance, she now provides a 'musical' washing line with pans and spoons to help develop children's creativity and rhythm. She has printed plant pots with numbers to help encourage children's interest in

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Quality of teaching, learning and assessment is good

Overall, the childminder uses good assessments of children's learning to provide activities that meet their individual development needs well. She gives all children choices in their play, for instance she talks with them to find out what they would like to do, and if they wish to play indoors or outdoors. Children practise counting and early sums, for example, as they count the nemesia plants they have grown from seedlings. Older children learn to recognise numerals as they ride scooters over giant numbers chalked on paving. The childminder helps children develop an interest in rhymes, words and stories. She comments on letters and the sounds they represent and provides explanations of new words. Children read together and delight in using puppets and props to retell rhymes and stories. Children grow herbs to use in cooking, notice bugs while playing in the garden and listen to birds in local woodlands. This helps them to

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Quality of teaching, learning and assessment is good

learn about nature and caring for living things.

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Personal development, behaviour and welfare are good

The childminder and her co-minder create a sociable, homely environment for children. They are caring and supportive, and respectful of children's chosen play. For example, they give children time to play alone and explore their own interests. Children move freely around the environment and can spend long periods of time in the fresh air. The childminder supports children's physical development effectively. For instance, she provides a variety of equipment to develop climbing, balance and ball skills, and offers energetic turn-taking games.

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Outcomes for children are good

Children develop the skills they need for the next stage in their learning and the move to school. Older children are particularly motivated, eager to learn and very confident. They develop good mathematical and literacy skills and growing concentration skills, for example, when making shapes out of twigs or learning to balance on a scooter. Children are keen to try things out for themselves and undertake many self-help tasks, for example they help prepare fruit and vegetables for snack time.

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Setting details

Unique reference number EY288254 Local authority Gloucestershire Inspection number 10063092 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 - 8 Total number of places 6 Number of children on roll 22 Date of previous inspection 13 July 2016

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Registers

The childminder registered in 2004. She lives in the village of Dymock, between Newent and Ledbury, Gloucestershire. She cares for children between the hours of 7.30am and 6.30pm on Monday to Friday, all year round. The childminder holds a relevant qualification at level 3 and is currently in receipt of funding to provide free early education to children aged two, three and four years. The childminder works regularly with another childminder. The childminder can provide overnight care.

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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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