Childminder in Gloucestershire

Inspection date 14 August 2019 Previous inspection date 12 March 2019

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This inspection: Good 2

Previous inspection: Inadequate 4 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 makes regular and accurate assessments of children's progress and checks these carefully. She identifies areas where children need extra support and plans activities based on their interests to help them achieve their next steps in development. Children make good progress and any gaps in learning are closing quickly. n Children have lots of opportunities for fresh air, physical exercise and to learn about their local and wider community. For example, they are active in the garden daily, they visit farms to learn about animals, pick blackberries, visit the docks to observe the ships and build dens in the garden. n The childminder has attended training that has a positive impact on her practice. For example, following training on behaviour expectations, she has continued to introduce various ways to manage young children's behaviour. Young children learn to share, take turns and manage their feelings with her support.

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This provision is good

n The childminder supports young children's communication and language well. For example, she introduces new language to extend their vocabulary, repeats back what they say correctly and asks them questions about their families to encourage conversations. n At times, the childminder does not give children enough time to explore their own ideas, and have a go for themselves, before completing tasks for them. n When planning specific adult-led activities, the childminder does not always check her resources to make sure the children can achieve the learning outcomes.

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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 allow children more time to explore their own ideas and solve simple problems before offering a solution n review the resources, particularly during planned activities, to ensure the children can use them for the intended learning outcomes.

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What the setting needs to do to improve further

n The inspector observed the childminder's interactions with the children, indoors and outdoors, and the impact on children's learning. n The inspector observed an activity and discussed the impact on children's learning with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector sampled a range of documentation, including suitability and training certificates, policies and children's records. n The inspector read written feedback from parents and took account of their views.

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Effectiveness of leadership and management is good

The childminder has worked hard and made significant improvements since the last inspection. For example, the premises are safe and secure, children are well supervised, and the childminder promotes the children's good health. Safeguarding is effective. The childminder has a secure knowledge and understanding of child protection issues. She knows the procedure to follow if concerned about a child's welfare or if an allegation is made against her. The childminder regularly reflects on her practice and makes ongoing changes to improve this. For example, she has introduced interactive science experiments to improve children's curiosity and understanding of the world further. The childminder has positive partnerships with parents. She regularly informs them of their children's progress and offers ideas for them to support learning at home. Parents report they are pleased with the care and education their children receive and feel involved in

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Quality of teaching, learning and assessment is good

The childminder plans a wide range of interesting activities. Children make 'volcanoes' and make a potion so they 'erupt'. She teaches the children about the volcanoes. For example, when they paint their own pictures, she shows them a diagram of the layers of the volcano and introduces new words such as 'lava' and 'chamber'. The childminder helps support children's early mathematical skills during their play. She introduces language such as 'big' and 'small' and 'fast' and 'slow'. She supports children's early counting skills when asking them to pass her two trains, for example. The childminder gets down to the children's level and engages them in their play, and this supports them to develop a positive attitude towards their learning.

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Personal development, behaviour and welfare are good

Children show they form secure relationships with the childminder. They are confident to express their wants and needs and readily approach the childminder for assistance. The childminder helps young children develop good behaviour. For example, she shows them how to take it in turns and manage their frustration when they both want to dip their paintbrush in the same pot at the same time. The childminder helps children learn about their own safety. She explains why they must not climb on the chairs to help them learn that they may fall and hurt themselves. Children eat healthy snacks and meals and learn about the importance of eating a balanced diet. The childminder encourages the children to develop self-help skills, for instance by praising them for fetching and trying to put on their boots to go outside to play. She helps the children develop respect for others and learn about different foods and traditions.

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Outcomes for children are good

Young children shout, 'Yes!' with excitement when asked if they want to join in with activities, showing their enthusiasm towards their play and learning. They concentrate well, for example when they paint pictures and explore what happens when the colours mix together. Children learn to play cooperatively with their friends. They join in singing rhymes, show interest in simple counting and engage in conversations. Children develop key skills that will help them in their next stage of learning.

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Setting details

Unique reference number EY556225 Local authority Gloucestershire Inspection number 10101208 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 - 11 Total number of places 6 Number of children on roll 7 Date of previous inspection 12 March 2019

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Registers

The childminder registered in January 2018 and lives in Mickleton, Gloucestershire. She offers care from 7.30am to 5.30pm Monday to Friday, all year round, except for bank holidays and a week at Christmas.

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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

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