Childminder in Gloucestershire

Inspection date 6 June 2019 Previous inspection date 22 January 2016

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This inspection: Good 2

Previous inspection: Met 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 Children form strong emotional attachments with the childminder. They are happy, well settled and eagerly go to her to ask her to join in their play. n The experienced childminder helps build children's confidence and self-esteem very well. For example, she constantly encourages younger children's growing physical skills and helps them to develop a secure knowledge of being safe and healthy. n The childminder ensures there is a stimulating environment for all ages and abilities of children, with accessible resources that support learning and challenge, indoors and outdoors. All children make good progress from their starting points, including those with special educational needs and/or disabilities (SEND). n Children's behaviour is good. The childminder sets simple rules and is constantly polite and respectful. For example, she helps children understand how to take turns and share resources with consistent gentle reminders.

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This provision is good

n Partnerships with parents are good. Parents speak highly of the service and support offered by the childminder and her co-childminder. Written and informal methods are used to share daily information, and parents say they feel well informed about their children's progress. n At times, the childminder misses opportunities to extend children's early understanding of number and mathematical vocabulary. n Although the childminder keeps up to date with all mandatory training, she does not focus on developing her teaching skills to the highest 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

n make the most of opportunities for children to practise and develop their early mathematical understanding and vocabulary n use professional development opportunities to develop teaching skills further to maximise children's learning.

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What the setting needs to do to improve further

n The inspector observed activities and the quality of teaching throughout the provision. n The inspector held discussions with the childminder and her co-childminder and spoke to children at appropriate times throughout the session. n The inspector invited the childminder to carry out a joint observation. n The inspector sampled a range of documentation, including children's development records, suitability checks and policies and procedures, including safeguarding and risk assessment. n The inspector took account of the views of parents through discussions, written testimonials and feedback questionnaires.

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Effectiveness of leadership and management is good

The childminder and her co-childminder work well together and successfully evaluate their service. For instance, they have changed the layout of the garden and the organisation of the indoor play area, and have improved the storage space. This provides more opportunities for children to make choices in their play and to explore the environment easily, including those children with SEND. The arrangements for safeguarding are effective. The childminder is fully aware of her role and responsibility to protect the children in her care. She keeps up to date with current practice and attends regular child protection training. This has improved her knowledge and the quality of care successfully. The childminder and her co-childminder swiftly identify and make safe any dangers that may arise, indoors, outdoors and on local outings.

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Quality of teaching, learning and assessment is good

The childminder observes and assesses children's learning through play effectively. She monitors children's development well and works closely with professionals and other adults involved with the children to plan suitable activities. This helps to provide continuity in children's care and learning. The childminder provides opportunities for children to develop an understanding that print has meaning. For example, older children choose from a selection of books which follow their interests and animatedly read to each other. Younger children find favourite board books in baskets placed around the playroom. Additionally, the childminder organises daily story times where children delight in shouting out repeated choruses to help them develop a love of reading. The childminder provides many resources for children to use their imaginations and develop their language skills. For instance, younger children chat on mobile telephones and when

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Quality of teaching, learning and assessment is good

they use programmable tablets, they name objects and colours on the screen.

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Personal development, behaviour and welfare are good

The childminder and her co-childminder provide a friendly atmosphere where children willingly participate in activities. The childminder ensures that children's welfare needs are provided for through well-planned procedures and routines, particularly for those children with SEND. The childminder helps children to understand the importance of a healthy lifestyle through promoting healthy eating and regular opportunities to be active. For example, she times children as they tackle an agility game in the garden. The childminder has high expectations of children. She consistently encourages their independence. For example, children prepare their banana and strawberries for snack. This helps children develop useful skills for the future.

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Outcomes for children are good

Children make good progress in their learning and develop the skills to help prepare them effectively for their future move to school. For example, children are motivated to explore, ask questions and express their own ideas. They cooperate well with their peers and happily involve others in their play. For example, children took turns pretending to be quiet around a baby doll 'having a big sleep'. Children learn to recognise their name.

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Setting details

Unique reference number EY477079 Local authority Gloucestershire Inspection number 10107796 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 2 - 8 Total number of places 6 Number of children on roll 14 Date of previous inspection 22 January 2016

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Registers

The childminder registered in 2014 and lives in Abbeydale, Gloucester. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder works regularly with her daughter, who is registered as her co-childminder.

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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

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

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