Childminder in Gloucestershire

Inspection date

Previous inspection date 21 May 2018 20 October 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder regularly reviews her provision to increase learning opportunities. For example, she has provided a paddling pool to enable children to explore water more fully. She knows that this will need to be carefully supervised to prevent injury.  Children have many opportunities to explore mathematical learning. For example, they learn about size and shape as they experiment to see if toys will fit through tubes of different sizes.  The childminder knows that children sometimes like to have a quiet space to think or relax and makes provision for this. For instance, she has created a cosy corner with cushions, soft toys and books, where children enjoy quiet times alone or with a friend.  Children are eager and active learners who willingly persevere with their learning. For instance, when they build towers out of boxes they predict which will balance and which will fall. They are excited to see how high they can build. When the tower falls

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It is not yet outstanding because:

 Children have limited opportunities to learn about similarities and differences in families and communities beyond their own.  When sharing more set activities, such as jigsaw puzzles, the childminder does not consistently make sufficient provision to ensure that older children's greater competence does not prevent younger children achieving at their own level.

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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

 provide children with a wider range of opportunities and experiences that supports them to learn about similarities and differences in families and communities beyond their own  consider when it is necessary to adapt activities, such as jigsaw puzzles, to enable younger children to achieve at their own level when playing alongside older children.

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Inspection activities

 The inspector had a tour of the setting and discussed health and safety with the childminder.  The inspector read testimonials from parents and took account of their views.  The inspector observed care and teaching practices and discussed children's learning and development with the childminder.  The inspector spoke to children and took account of their views.  The inspector examined a range of documents, including those relating to statutory requirements.

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Effectiveness of the leadership and management is good

The childminder evaluates her practice to identify her professional development needs. She has attended training in supporting communication. She now uses a variety of visual resources, such as picture prompts, to support younger children and those with speech delay to express themselves. Safeguarding is effective. The childminder knows the signs that would alert her to child protection concerns, and the actions to take. The childminder is committed to providing a safe environment and to teaching children about safety. For instance, she teaches them to tidy toys they have finished with so that the floor is not dangerously cluttered. She holds regular fire drills to ensure children know what to do in an emergency.

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Quality of teaching, learning and assessment is good

The childminder teaches children to respect others. For example, they talk together to make house rules, such as listening and taking turns. This helps children to develop social skills that they need throughout life. The childminder monitors children's progress well, including completing the required progress check between the ages of two and three years. She regularly discusses progress with parents and with other professionals, such as language specialists. She carefully follows advice from these professionals and so all children make good progress from their starting points. The childminder provides good opportunities for children to explore imaginatively. For instance children excitedly open a bag of 'bits and pieces'. They shake a large pine cone and listen to hear the forest in it. They use a long tube for a telescope and talk about how big things look through it.

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Personal development, behaviour and welfare are good

The childminder is committed to maintaining strong partnerships with parents. She knows that this supports continuity in children's care. She regularly shares information with parents, such as by using a daily diary to record food eaten and activities enjoyed. Parents add information from home, for example, about eating and sleeping. This helps her provide well for individual children's needs each day and parents feel that their children make good progress in their development. The childminder skilfully supports children to learn how to negotiate conflicts. For example, she gently reminds them to think of others' wishes. This helps them to cope well with disappointments, such as when another child does not want to join their rough and tumble play.

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Outcomes for children are good

Children are eager to learn. They persevere and are pleased with their achievements. For instance, they willingly try peeling and cutting their fruit at breakfast time and delightedly show the childminder. Children are keen to share their learning. For example, they excitedly show that they can read familiar words on signs, such as 'walking feet' and 'listening ears'. Children are happy and sociable. They willingly introduce themselves to visitors and confidently talk about the things that they enjoy doing, such as going for walks in the fields and woodland.

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Setting details

Unique reference number EY299320 Local authority Gloucestershire Inspection number 1129216 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 20 October 2015

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Telephone number

The childminder registered in 2004. She lives in Longhope, Gloucestershire. The childminder works on Mondays and Tuesdays between 7.30am and 5.30pm. On Wednesdays, Thursdays and Fridays she works from 7.30am to 9am and from 3.15pm to 5.30pm.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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