Wilson, Wendy Hazel

Inspection date 16 August 2019 Previous inspection date 13 October 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 is warm and affectionate, and children form strong attachments with her. They settle easily and are happy and content in her care. n The childminder develops good partnerships with parents, other settings children attend and supportive professionals. She builds up a mutually beneficial two-way flow of communication with them and uses this to help provide a collaborative approach to children's learning and care. Parents speak highly of the childminder and the support she offers to their children. n The childminder has developed processes to assess and monitor children's progress effectively. When children first start to attend, she uses information from parents to help her get to know the children and to provide learning opportunities linked to children's interests. She knows how to find the necessary support from other professionals to help all children make good progress from their starting points.

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This provision is good

n The childminder supports children's language development. She models words clearly and uses descriptive language to help them build on their vocabulary. n The childminder introduces mathematical terms during children's play. For example, she uses opportunities to count, and models language such as 'heavy' and 'light' to describe volume. n The childminder supports children to develop an understanding of the world around them. For example, she has introduced children to the life cycle of a bee and helped them learn how to encourage them into her garden. n At times, the childminder provides insufficient opportunities for children to develop their independence. n At times, some daily routines, such as mealtimes, are not managed as well as possible and children become restless.

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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 make the best use of opportunities to further develop children's independence skills n review the organisation of some aspects of the day so that all children stay focused and engaged in their learning.

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What the setting needs to do to improve further

n The inspector observed the quality of the childminder's interactions and teaching with children as they played inside. n The inspector held discussions with the childminder and children at convenient times during the inspection. n The inspector considered the views of parents. n The inspector and childminder evaluated an activity together. n The inspector sampled a range of documentation, including children's assessment records, policies and procedures.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has completed relevant training and understands what to do if she has concerns about a child's well-being. The childminder uses additional funding effectively to support children's developmental needs. For example, she has purchased resources that encourage children to develop speech sounds. The childminder evaluates the quality of her service well. For instance, she actively seeks the views of parents and other professionals to help her reflect on her practice. The childminder uses information from training and guidance from professionals to improve her practice. For example, she has improved her awareness of how she can help children develop their mathematical skills.

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Quality of teaching, learning and assessment is good

The childminder makes detailed observations and accurate assessments of children's progress which she shares with parents verbally and in a written form. The childminder knows the children well and provides relevant activities and experiences that enhance their learning. For example, younger children use paint and brushes to make marks on paper and older children are encouraged to recall their recent visit to a museum. Children enthusiastically participate in making music together. The childminder teaches children about keeping their bodies healthy. For example, she shares a book about yoga, supports them to copy positions and learn how to relax. The childminder provides consistent guidance to support children to develop their social skills. For example, she comments when children are polite and helpful, and praises their behaviour.

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Personal development, behaviour and welfare are good

The childminder offers regular praise and encouragement for children's individual achievements, to build on their confidence and self-esteem. She soothes children who are upset. Children enjoy the comfort of snuggling up to her and form strong attachments. The childminder calmly supports children to understand the importance of sharing and taking turns in their play. Children behave well. They develop good social skills in readiness for the next stage of their education. They are curious about visitors and keen to communicate. The childminder supports children to be sociable and mix with other children and adults in the community. For example, children regularly attend local groups and interact with residents at a retirement home.

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Outcomes for children are good

Children make good progress in their learning from their starting points. The childminder works effectively with a range of professionals to support all children's progress, including those with special educational needs and/or disabilities. Children are encouraged to learn about routines and expectations for behaviour and to value and respect others. They enjoy their time with the childminder and are developing most key skills ready for their future learning and move on to school, such as good communication skills.

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Setting details

Unique reference number EY358377 Local authority North Somerset Inspection number 10065077 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 - 4 Total number of places 6 Number of children on roll 6 Date of previous inspection 13 October 2015

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Registers

The childminder registered in 2007 and lives in Weston-super-Mare, North Somerset. She operates all year round from 8.30am to 5pm, on Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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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