Laura Susan Caines

Overall effectiveness Good

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

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The provision is good

The childminder is ambitious in her plans to provide children with the best possible environment to support their learning and development. She has created well- organised spacious areas, indoors and outside in her garden, that spark children's curiosity and motivate them to explore. Children have lots of choice and easy access to a wide variety of stimulating activities and resources. The childminder follows their interests closely, extending their ideas, involvement and learning effectively. Children really enjoy being active in the fresh air. They have great fun following a track that they have with chalk for their vehicles on the paving outside. They develop their physical skills very well as they learn to use pedals and negotiate spaces and each other. They listen and show their understanding as the childminder encourages them to stop for the red chalk traffic light and go for the green one.

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The provision is good

The childminder is kind, caring and attentive to children's individual needs, patiently supporting them and prioritising their safety and well-being. Children are happy, relaxed and confident and they really enjoy their time with the childminder. They behave well, listen and show respect for the childminder and what she has to say. The childminder's prompt interaction and positive encouragement help children to understand the needs of others, to share resources and to take turns.

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need to do better?

n The childminder is knowledgeable about how children learn. She offers a good balance of activities that she introduces and those that children choose or create themselves. She thoughtfully links planned activities to children's interests. This successfully motivates them to explore. Children are keen to listen to a superhero story and create interesting items associated with the story during the childminder's planned craft activity. They remain engaged for considerable periods of time. n The childminder knows the children very well. She knows their starting points and monitors their progress regularly and accurately. This helps her identify any gaps and plan for the next steps in their learning. Overall the childminder implements her planned curriculum well and ensures children make good progress. However, at times she does not implement her plans for supporting children's mathematical skills during planned activities. She also misses

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need to do better?

spontaneous opportunities to teach them further mathematical language and concepts in their play. n The childminder works closely with parents from the outset, gaining lots of information to build a clear picture of children's interests and learning needs. She maintains this well. Her regular communication with parents and other settings children attend contributes to a consistent approach across all aspects

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need to do better?

3 October 2019 of children's lives. n Children's language, communication and literacy skills are progressing well. Children eagerly and attentively listen to stories. They answer the childminder's well-placed questions and show their knowledge and understanding. Children communicate well and chat happily with the childminder. They are inquisitive and confidently ask questions, learning new words and developing their understanding. The childminder also asks them probing questions as they play. Children are encouraged to use descriptive words as they explore water and fruit tea bags; they discuss their plans and the changes they observe. n The childminder encourages children to be increasingly independent. She offers them ideas and techniques and lots of praise as they do things for themselves, helping to build their confidence and their willingness to have a go. Children persevere in peeling their little oranges at snack time and conscientiously put

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need to do better?

the peel in the bin. They get their coats and shoes on to go outside and put away toys when it is time for lunch. Children develop the key skills and attitudes that give them a good start for their future. n The childminder reflects on her practice and the activities she provides, and gains the views of parents to help her analyse and develop her provision. The childminder links with her local adviser and other childminders to discuss and share good practice and to obtain ideas to develop her provision. She takes children out into the local community to play-based groups and regularly joins other childminders for interesting joint activities, developing children's understanding of the world well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of the procedures to follow in the event of any concerns about a child. She has refreshed her knowledge of child protection through training. She has also recently undertaken reading and research to refresh her knowledge of further aspects of safeguarding practice, ensuring her understanding. Subsequently, her processes all reflect current guidance and legislation. The childminder supervises children well, offering them prompt reminders on boundaries in place for their safety. She checks her home thoroughly, putting arrangements in place and using additional equipment to ensure children can freely explore and play safely.

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should:

n strengthen the support for children to develop their mathematical language and skills.

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Setting details

Unique reference number EY464059 Local authority South Gloucestershire Inspection number 10075487 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 to 9 Total number of places 6 Number of children on roll 14 Date of previous inspection 22 January 2016

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Information about this early years setting

The childminder registered in 2013 and lives in the Longwell Green area of Bristol. She holds a relevant early years qualification at level 3. She provides care for children on Monday to Thursday from 7am until 6pm, all year round, except for family holidays.

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Inspection activities

n The inspector viewed the areas used for childminding and discussed with the childminder how she implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children and the childminder and spoke with them at appropriate times during the inspection. n The inspector took account of parents' written views by reading their comments in questionnaires and letters. n The inspector looked at a sample of the childminder's documentation including evidence of her suitability and training, and her procedures for safeguarding the children.

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Inspection activities

3 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.

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Inspection activities

3 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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