Childminder in South Gloucestershire

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

Children are eager to attend the experienced childminder's safe and comfortable home. They form strong emotional bonds with the caring childminder, who understands and meets their needs well. Younger children enjoy reassuring cuddles with her and older children confidently chat to the childminder about their needs and interests. Children generally behave well. For instance, they usually display good manners and older children encourage younger ones to join in activities.

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The provision is good

Children develop positive attitudes to learning. For example, they choose challenging puzzles and show high levels of focus and perseverance in completing them. The childminder supports their development well. For instance, she gives children plenty of time to work out which pieces of the puzzle go together. When they ask for help, she suggests strategies to support them, such as matching the coloured pieces.

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The provision is good

Children enjoy receiving praise from the childminder and they take pride in their achievements. They make good progress in their learning. Children have plenty of opportunities to help them to learn about other cultures and traditions. The childminder has collaborated with other professionals to plan a variety of experiences to help to extend children's appreciation of diversity.

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need to do better?

n Children develop strong communication skills. They enjoy singing many rhymes and songs. The youngest children listen intently and they join in with the actions enthusiastically. The childminder sensitively corrects any incorrect pronunciation by encouraging children to repeat the letter sounds. n Partnerships between the childminder, parents and other early years settings involved in children's learning and care are strong. They regularly exchange information, which supports her in building a clear picture of children's abilities and helps her to provide continuity in children's experiences. Parents comment that their children have 'come on in leaps and bounds' since starting with the childminder. n From the outset, the childminder makes observations and gathers detailed information from parents to assess children's starting points. She uses this information effectively, along with her wealth of childminding experience, to plan

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need to do better?

interesting activities which support children's individual development needs well. The childminder monitors children's progress closely to ensure that they gain the knowledge and skills to support successful transition to the next stage of their education or school. n The childminder supports children to lead healthy lifestyles well. She provides nutritious home-cooked meals and plenty of opportunities for children to be

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need to do better?

14 January 2020 physically active. The childminder keeps children safe, while supporting them to take appropriate risks in their play. For instance, she encouraged toddlers to use a slide independently but remained nearby in case they should lose their footing. n The childminder is keen to make improvements to her provision. She involves parents and other professionals in evaluating her work and identifying areas for improvement. For instance, she has strengthened communication with parents to help her to gain a greater understanding of children's achievements at home. n The childminder uses the local environment to provide a variety of learning experiences for children across the areas of learning. For instance, they go on regular visits to local parks, playgroups, nature reserves and the library. She maintains children's interest by regularly changing the selection of toys and resources in the playroom for them to select. However, while children take part

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need to do better?

in regular adult-led craft activities, there are few opportunities for children to freely draw and make marks, to support their developing early writing skills. n Children are developing their social skills and, overall, they play together harmoniously. The childminder reminds them of her expectations. For instance, she tells children not to snatch toys and to return them. However, occasionally, the childminder does not explain why their behaviour was unacceptable, to help children to fully understand the impact of their behaviour on other children's feelings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role in identifying child protection concerns. She knows the procedures to follow if she has concerns for a child's welfare or if an allegation is made against her or a member of her household. The childminder has undertaken a range of professional development opportunities to maintain her secure understanding of wider safeguarding issues, such as domestic violence and extremism. The childminder uses her written risk assessments and daily checks effectively to minimise hazards and keep children safe from harm.

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should:

n provide further opportunities for children to practise their early writing skills during their play n consistently teach children why certain behaviours are not acceptable, so that children fully understand the impact of their behaviour.

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Setting details

Unique reference number 136139 Local authority South Gloucestershire Inspection number 10060972 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 to 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 4 November 2015

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Information about this early years setting

The childminder registered in 1990. She lives in Patchway, Bristol. The childminder works Monday to Wednesday from 8.30am until 6.30pm, for most weeks of the year. She receives funding for the provision of free early education for children aged three years.

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Inspection activities

n The inspector discussed with the childminder how she decides what children need to learn and how she supports their development. n The inspector took into account parents' views through written testimonials. n Discussions were held at appropriate times with the childminder and children. n The inspector observed interactions between the childminder and children, and assessed the impact on children's learning. n The inspector looked at documentation, including children's development records and the childminder's professional development certificates.

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Inspection activities

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

14 January 2020 14 January 2020 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

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

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