Childminder in Gloucestershire

Inspection date 6 August 2019 Previous inspection date 13 June 2016

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This inspection: Good 2

Previous inspection: Good 2 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 The childminder establishes warm and secure attachments with children, which helps to support their emotional development. She knows the children and their families well. Parents express positive views, for instance they state that the childminder is very supportive to the needs of the whole family. n The childminder provides a wide range of resources that children can choose to play with indoors and in the fresh air. Children make good progress in their learning and development. The childminder liaises effectively with parents, and with staff from other settings children attend, to offer children continuity of care. She monitors their progress effectively. n Children's behaviour is good. The childminder is a positive role model for children. Her consistent reminders help children to know the setting's expectations. Children are curious and explore the environment happily. n The childminder has a good knowledge of safeguarding procedures. She knows how to

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This provision is good

report any concerns to keep children safe from harm and protect their welfare. n The childminder has a strong drive to improve her professional development. She completes many training courses to improve outcomes for children, for example courses to improve her work with babies' and to teach phonics to pre-schoolers. This has helped her to develop her practice and promote children's learning successfully. n At times, when children of different ages and abilities are playing in a group, the childminder does not consistently support the interest and participation of all the children to extend their learning further. n The childminder has not fully developed opportunities for children to learn about people and communities beyond their immediate experience, to help extend their awareness of diversity and the wider world.

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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 all opportunities, when children of different ages are playing together, to support all children's learning to even higher levels n provide children with more opportunities to develop their awareness of people and communities outside of their immediate experience.

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What the setting needs to do to improve further

n The inspector observed interactions between the childminder and children and looked at available resources indoors and outdoors. n The inspector held discussions with parents and took account of their views, along with written testimonials. n The inspector looked at children's information, attendance records and development records, and a sample of policies, including the procedures for keeping children safe. n The inspector talked to children and held discussions with the childminder about leadership and management, safeguarding and how she evaluates her practice. n The inspector carried out a joint observation with the childminder.

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Effectiveness of leadership and management is good

The childminder is committed to maintaining good standards in children's learning and care. For example, to plan improvements, she regularly asks parents, children and other childminders for their ideas. These suggestions help her identify ways to improve children's outcomes, for example plans to incorporate a large garden shed into an all- year-round role-play and dressing-up area to encourage children's imaginative skills. Children's interest and enjoyment in singing and dancing led the childminder to take training in music and movement, to help improve their language and listening skills. Safeguarding is effective. The childminder regularly updates her knowledge and ensures she keeps child protection procedure information current. She has recently revisited how she carries out risk assessments in the environment to ensure younger children's safety.

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Quality of teaching, learning and assessment is good

The childminder extends children's language and learning effectively. She asks simple questions to initiate conversations and to help widen their vocabulary. For example, while reading a story, children learn new words relating to wild animals and their habitats. The childminder asks children what sound a camel might make. When they don't know, she uses information and communication technology to source the information to help children learn more about nature and the world around them. The childminder models play well, and often refers to colours, shapes and numbers. For instance, she encourages all children to count going up and down the stairs to use the bathroom. This helps focus children's attention. The childminder ensures children have opportunities to be creative, for example they explore different coloured dough and create a plate of her favourite food. They are thrilled when she pretends to eat it and

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Quality of teaching, learning and assessment is good

have fun together talking about different foods. Acting out these real-life situations supports younger children's language and imagination skills particularly well.

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Personal development, behaviour and welfare are good

The childminder teaches children how to behave, play safely together and learn good manners consistently. Children develop good levels of independence. For example, younger children peel and slice their banana at snack time and use cutlery well to feed themselves. The childminder supports children's understanding of the benefits of leading a healthy lifestyle effectively. For instance, she ensures children can play for long periods of uninterrupted time in the fresh air where they can improve their social and physical skills. They climb, balance and take turns to go down the variety of slides provided.

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Outcomes for children are good

Children learn skills to help prepare for the next stage in learning, such as pre-school and school. For example, they have good opportunities to make marks and develop their early writing skills, including on the giant blackboard outside. Even younger children manage small tasks independently. They wash and dry their hands, take off their shoes and prepare their own snacks. Children learn how to use number language well. For example, they learn to name shapes, count out plates and cups and match colours while preparing the table for lunch.

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Setting details

Unique reference number EY400707 Local authority Gloucestershire Inspection number 10074339 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 - 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 13 June 2016

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Registers

The childminder registered in 2009 and lives in the Hester's Way area of Cheltenham. She operates from 8am to 6pm, Monday to Friday, all year round. She also offers care on Saturdays and provides overnight care if required. The childminder is in receipt of funding to provide free early education for children aged two, three and four years. She holds a relevant childcare qualification at level 3.

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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

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 .

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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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