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

Children are happy and confident, and they obviously enjoy their time with this loving childminder who has a good sense of fun. She has a very close bond with the children and helps them feel safe and comfortable in her company. The childminder is sensitive to children's individual needs and meets these well. She provides a well-planned curriculum in a welcoming environment where children are excited to learn and make good progress. Children are curious and keen to explore and investigate. They join in with new activities and they take pride in their achievements, for example when they succeed in making a tune on a harmonica and on an Australian tribal string instrument. The childminder uses a range of outings and activities to help raise children's awareness of their local community and the wider world. For example, children choose to sit on a 'world map' carpet and ask, 'What country is this?', and she tells them 'Canada'. Children's behaviour

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The provision is good

is very good. They develop the skills to listen and follow instructions. They learn to ask adults for help when needed. The childminder supports children's independence skills effectively and helps prepare them well for starting school.

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need to do better?

n The experienced childminder understands how children learn and recognises opportunities to join in with their play to help extend their learning. For example, she uses questioning effectively to enable children to consider 'How are they feeling today?', when they discuss the emotions of family members they have asked her to draw. Children show an interest and engage well with activities, particularly mathematical development. However, sometimes the childminder does not consistently extend and challenge children to help them make as rapid progress as they could. n Children make good progress from their starting points on entry, including with their literacy development. For example, the childminder often writes words on children's pictures for them when they tell her what to write. This means they see correct letter formation and learn that print carries meaning. However, the childminder does not do all she might to encourage children to have a go at

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need to do better?

writing for themselves. n Children enjoy healthy food and have time to play outside where they can exercise and develop their physical skills. They have good opportunities to socialise and learn how to respect others' ideas. For example, children join in toddler and childminding groups where other children attend. n Partnerships with parents are strong. The childminder keeps parents well informed, for instance, using digital messages and photographs. She encourages parents to share what their children learn at home, to help ensure a consistent approach. Parents comment on the newly introduced 'getting ready for school' booklet full of activities and skills to help prepare children to move confidently to

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need to do better?

10 October 2019 the next phase of schooling. n The childminder works in partnership with other settings that children attend. She shares information with them about children's achievements and progress. This supports consistency and continuity of learning for children. n The childminder works well to regularly update her skills, for example through her own reading and membership of online forums. She meets regularly with other childminders to exchange ideas and attends training. Recently, for instance, the childminder has been learning about ways to further improve the outdoor environment to extend children's all-round learning even further. n The childminder reflects on her practice well. She has an accurate understanding of her strengths. She identifies ongoing areas to improve, which has a positive impact on children's experiences. For example, she successfully inspired children to show an interest in books by reorganising the book areas and planning

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need to do better?

activities around their favourite stories, including imitating a variety of birds scratching, stretching, pecking and standing on one leg 'like a flamingo'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her child protection responsibilities to protect the children in her care from harm. She knows how to recognise and report any concerns about a child's welfare. The childminder has a good understanding of how to keep children safe when in her home and on outings. The premises are secure when children are present. She checks her home thoroughly to help minimise any hazards and ensure children can play safely indoors and in the garden.

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should:

n extend learning opportunities for literacy to help children develop their early writing skills n ensure that activities have a sufficient level of challenge to extend children's learning to even higher levels.

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Setting details

Unique reference number EY435377 Local authority South Gloucestershire Inspection number 10071966 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 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 22 October 2015

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Information about this early years setting

The childminder registered in 2011. She lives in Patchway, Bristol. The childminder works all year round, except for bank holidays and family holidays. She works Tuesday to Friday, from 7.30am to 5pm. The childminder holds a qualification in early years at level 3. She receives funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

n The inspector conducted a learning walk across all areas of the setting with the childminder, who explained how the provision and curriculum are organised. n The childminder led an activity, which the inspector observed and discussed with the childminder. n The inspector sampled children's observation, planning and assessment information and looked at registration records. 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. n The inspector observed the interactions and play between the childminder and the children.

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Inspection activities

10 October 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

10 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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