Childminder EY410578

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

The caring childminder provides children with a warm, nurturing environment to learn and play. Her interactions with children are positive and she supports their learning in a very natural way. Children are visibly content in the environment and show high levels of confidence in their learning. They form close attachments with the childminder, enabling them to feel safe and secure in her care. Children form good friendships with other children, and these positive relationships support their confidence and self-esteem.

p.2

The provision is good

The childminder is a good role model for children. She uses effective communication with children to join in with their play and skilfully extends their learning further. For example, the childminder encourages children to successfully count in French during a maths activity. Children show a passion for reading stories and looking at books. The childminder supports children's language skills. For example, during story time, she stops and asks them what might happen next. Children are confident to share their ideas with each other and develop their own opinions.

p.2

The provision is good

Children understand the importance of leading a healthy lifestyle and having a balanced diet. For example, they are actively involved in preparing the ingredients for their meals. The childminder teaches children about different foods and where they come from. Children develop their independence, for example learning to put their own coats and shoes on. The childminder supports children to learn about boundaries and she gives gentle reminders to encourage them to think about their behaviour.

p.2

need to do better?

n The childminder develops children's curiosity for the natural environment. Children show high levels of concentration as they look for different leaves to create their 'autumn jam'. The childminder skilfully supports children to learn about different shapes, sizes and colours as they collect the different leaves they could use. Young children begin to use mathematical language confidently. For example, while exploring the garden, children discuss and compare which stick is longer. Children carefully move around the stimulating outdoor environment; they crawl under bushes and climb over low-level tree branches as they play cooperatively. n The childminder has high expectations for the children in her care. She observes and monitors children well to ensure they are ready for the next stages in their learning. The childminder recognises children's individual abilities and supports them to be confident learners. She successfully sparks children's imagination and

p.2

need to do better?

creativity. For example, children show high levels of engagement as she teaches

p.2

need to do better?

2 October 2019 them how to create different animal shadows using their hands. The childminder engages well with children during their play, offering them new knowledge to support their learning further. n The childminder provides children with a good range of experiences both inside and outside. Children show delight as they mix ingredients together for a cooking activity and are proud as they independently crack eggs into their bowls. The childminder encourages children to have a go and she consistently praises them for their efforts. Children show motivation to learn and are eager to explore the resources that are on offer. Children have their own ideas and the childminder supports them to make connections in their thinking. For example, she shows them what will happen if they plant the pips from a lemon. Children also show perseverance and support each other as they push themselves along on the scooters and bikes in the garden.

p.2

need to do better?

n The childminder uses her knowledge and skills well to positively support her provision and outcomes for children. She accesses some training to further her knowledge. She uses self-evaluation successfully to analyse her practice and has highlighted further focus on her professional development as an area for improvement. n On occasions, children can develop their small-muscle skills. For example, the childminder provides opportunities for them to make marks and practise their cutting skills. She encourages children to give meaning to the marks they create. However, children are unable to independently select resources to further support them to make marks and develop their early writing skills during their play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the signs and symptoms that may suggest a child is at risk of harm. She keeps her knowledge up to date with safeguarding training, including wider safeguarding issues such as radical and extreme views and behaviours. The childminder knows what procedures to follow to protect children from harm. She has a broad understanding of wider safeguarding issues and how to identify and report any concerns.

p.3

should:

n provide more opportunities for children to independently explore making marks and develop their early writing skills during their play.

p.3

Setting details

Unique reference number EY410578 Local authority Bath and North East Somerset Council Inspection number 10124004 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 2 Total number of places 6 Number of children on roll 5 Date of previous inspection 24 June 2015

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Bath. She operates Monday to Friday from 8am to 5pm, all year round, except for bank holiday and family holidays. The childminder has an early years qualification at level 3. She is accredited to provide funded early education for children aged two, three and four years.

p.4

Inspection activities

n Interactions were observed indoors and outdoors by the inspector and the impact on children's learning was assessed. n The inspector had a tour of the spaces used by the children and discussed these with the childminder. n At appropriate times during the inspection, the inspector spoke with the childminder. n A joint observation was carried out by the inspector and the childminder. n Children's developmental records were observed. The inspector tracked children's progress and discussed children's individual targets with the childminder.

p.4

Inspection activities

2 October 2019 We carried out this inspection 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.

p.4

Inspection activities

2 October 2019 regulates and inspects to 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6