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

The childminder provides a warm and welcoming environment where children settle quickly and are happy. Children form strong attachments with the childminder and her assistant and feel emotionally safe and secure. Children make independent choices in their play. They have access to a wide range of toys and resources to support their learning. The childminder has high expectations for children's behaviour and promotes a respectful culture. For example, she teaches them the house rules and implements these consistently. Children behave very well and demonstrate an understanding of right and wrong. They share, take turns and are very polite. Older children help younger children to complete tasks. For example, they push their younger friends on the swings in the garden and seek acknowledgement from the childminder, who praises them for being kind and helping others. Children enjoy playing outdoors in all weathers and benefit from a

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The provision is good

well-resourced garden. The childminder talks enthusiastically about the benefits of outdoor play for children and provides ample outdoor experiences, such as frequent trips within the local community, parks, farms and wetland centres. Children develop their confidence in these unfamiliar environments and explore the world around them. They make good progress in relation to their starting points and are ready for their next stage in learning, including starting school.

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need to do better?

n Self-evaluation is effective and accurate. The childminder reflects critically on the setting to identify areas for improvement. She speaks with the assistant at weekly meetings and includes her views when evaluating the provision. n The childminder uses daily routines well to provide learning opportunities for children and promote their independence. For example, toddlers and older children count the number of bowls on the table and discuss colour. They help to cut up the fruit and understand that 'knives are sharp'. Children learn to assess risks and keep themselves safe. n Partnerships with parents are secure. The childminder shares children's learning through daily feedback, observations and photographs. Children's interests from home are supported by the childminder and incorporated into planned activities. Parents speak highly about the provision and both the childminder and her assistant, making comments about them such as 'very interactive', 'caring and

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need to do better?

nurturing', and 'go above and beyond'. n Children are at the heart of this provision and the childminder knows them very well. She recognises their abilities and interests, likes and dislikes. She is aware of what children already know and what they need to learn next, and uses this information well to help them meet their developmental milestones. n Teaching is strong and all children make good progress in their learning across all areas of the early years foundation stage. They are focused, engaged and

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need to do better?

24 September 2019 motivated to learn. n Children form secure relationships with both the childminder and her assistant. They are highly responsive to praise and display good levels of confidence and emotional well-being during play. n Children make good progress with their physical development. They enjoy dancing and moving their bodies to music. Toddlers and older children strengthen their fingers and hands as they manipulate play dough and handle writing tools. n On occasions, during both child-initiated and adult-led activities, the childminder misses opportunities to challenge, enhance and develop children's knowledge and understanding, to help them make the best possible progress. For example, children happily play with water and empty and fill syringes and measuring jugs. The childminder does not extend their mathematical skills during this activity, such as teaching them about quantities or talking about the numbers on the

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need to do better?

tools they use. n The childminder supports children's speech and language effectively during their play. She sits with them at their level, providing good eye contact. However, the childminder does not routinely allow sufficient time for children to think and respond to questions before answering them and moving on to the next, with particular regard to toddlers and those with limited speech.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have an in-depth knowledge of their roles and responsibilities in relation to keeping children safe. They are aware of signs and symptoms that identify when a child might be at risk of harm and know the process to follow to refer any concerns. The childminder understands wider safeguarding matters, such as extreme behaviours or views. Written risk assessments are in place and implemented consistently, to help keep children safe at the childminder's home.

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should:

n provide children with enough time to think and respond when asking them questions, to further develop their communication, language and thinking skills, with particular regard to toddlers and children with limited speech n use activities more effectively to challenge children further and help them build on what they already know and can do, so they make the best possible progress, especially in relation to mathematics.

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Setting details

Unique reference number 136165 Local authority South Gloucestershire Inspection number 10106083 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 to 8 Total number of places 12 Number of children on roll 19 Date of previous inspection 7 July 2014

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Information about this early years setting

The childminder registered in 1994 and lives in Mangotsfield, Bristol. She operates all year round, from 9am to 6pm Monday to Thursday. One of the childminder's daughters works as her full-time assistant. Her husband works as her assistant as and when required. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector sampled a variety of documentation such as risk assessments, policies and procedures and suitability checks. n The inspector observed the children playing inside and outdoors. n Children's learning and development records were sampled, and the inspector tracked the progress of two children. n Parents' views on the provision were taken into account through sampling written feedback and testimonials. n The inspector held conversations with both the childminder and her assistant during the inspection. n The inspector observed both child-initiated and adult-led activities.

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Inspection activities

24 September 2019 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

24 September 2019 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

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