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 very welcoming and stimulating home environment which provides a good range of play experiences that reflect children's ability, age and individual needs. Children engage well in their learning.

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The provision is good

Children develop strong bonds with the caring childminder, who has a friendly, calm approach. They are happy, content and comfortable in their surroundings.

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The provision is good

Children have good relationships with one another and enjoy playing together with resources, for example rolling cars down drainpipes. They are learning to respect one another from a young age as the childminder teaches them about tolerance, sharing, taking turns and using kind words. She helps younger children manage their emotions very effectively. Children are well behaved and learn good manners.

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The provision is good

Older children use their imagination, express themselves freely and understand about taking risks. For example, they explain why they are standing on a low stool carefully to build a tower as high as possible, as they construct a marble run.

p.2

The provision is good

Children are helped to develop their physical skills and dexterity; for example, they tip and pour water, foam and powder into containers. They turn the outside tap on and off as they engage in water play for long periods of time 'baking cakes' and enjoying the newly built 'water wall'. The curriculum is effective and broad, and the childminder promotes children's all-round learning well. This helps children to move forward and make good progress in their learning.

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need to do better?

n The childminder uses positive interactions and praise to motivate children. She engages them well in their play. For example, she asks questions and offers explanations, particularly to support their mathematical skills and their understanding of the world. n The childminder has high expectations of children. She observes and assesses their progress well and plans their next steps in learning effectively. Teaching is consistently good. However, the childminder misses some opportunities to extend the level of challenge for the oldest children during play activities, to extend their learning further. n The childminder enriches children's learning by making timely interventions in their play. For example, children discuss birthdays and the differences between their families. Children competently count, compare, and match colours and shapes. The childminder reinforces their learning well, for example giving them

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need to do better?

the opportunity to find and match shapes in the garden. n Younger children, including those who speak English as an additional language,

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need to do better?

7 October 2019 are developing their language skills as the childminder chats to them, echoes sounds and words back to them and uses singing and rhymes to help develop their language and communication skills. n Children choose freely from a vast range of high-quality resources, and the childminder offers structure both in the well-organised environment and through adult-led activities. However, she has recognised that she could promote younger children's creative and imaginative skills more by setting up resources in even more exciting ways to match their individual interests. n The childminder implements the learning and welfare requirements to a high standard. Detailed policies and procedures support the effective day-to-day running of the setting. The childminder has good systems in place to monitor and evaluate what she does and displays a good commitment to further extend her own skills and to improving outcomes for children. For instance, she plans to

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need to do better?

undertake training to build her knowledge on how to support children who may have additional needs, to build their confidence, self-esteem and physical skills. n Partnerships with parents and other settings children attend are strong. The childminder regularly monitors and shares children's progress with parents. She works closely with them, providing helpful ideas and support to continue children's learning at home. The childminder values comments from parents and children to improve and develop her service.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good awareness of safeguarding issues. She has completed training which ensures that she can recognise the possible indicators of abuse and knows what to do if she has concerns about a child in her care. The childminder shares safeguarding information with parents and has comprehensive policies and procedures to ensure that children are fully protected. She makes detailed risk assessments of her home and for outings, which ensures that children are always cared for in a safe environment. She is effective in helping children to keep themselves safe.

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should:

n provide younger children with greater play experiences, to enrich their opportunities to initiate conversations and be imaginative n support older children to express their thoughts and ideas and provide more challenging experiences, to extend their learning to even higher levels.

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Setting details

Unique reference number EY484515 Local authority South Gloucestershire Inspection number 10076374 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 6 Number of children on roll 9 Date of previous inspection 12 July 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the Hanham area of Bristol. She operates Monday to Thursday from 7am till 6pm, all year round. The childminder has a relevant level 3 childcare qualification.

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Inspection activities

n The inspector observed activities and the childminder's interactions with children throughout the inspection. n The inspector sampled children's observation, planning and assessment information and looked at registration records. n The inspector invited the childminder to undertake a joint observation and held discussions with her about the impact of her teaching on the children's progress. n The inspector checked evidence of the childminder's suitability to work with children and sampled some policies and procedures. n The inspector read parents' testimonials and feedback forms to gather their views about the service and their children's progress.

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Inspection activities

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

7 October 2019 7 October 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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