Childminder in 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 and her assistant work together to create a welcoming and homely environment. Children are happy, relaxed and keen to learn. They confidently access a wide range of resources, create their own games and play together as a harmonious group. For instance, they make bridges with their legs and take turns to crawl underneath. They develop imagination as they pretend to look after dolls, go shopping and cook. The childminder ensures that children are able to follow their own interests and learning preferences, and uses her careful observation to plan activities that suit the individual needs of the children.

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The provision is good

Children develop curiosity and knowledge about the natural world. The childminder plans engaging seasonal activities that help them to deepen their understanding and explore changes in nature. For instance, children enjoy collecting a range of natural objects in the garden and create a collage with leaves. The childminder makes good use of local parks and nature reserves to further enhance children's experiences.

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The provision is good

Children behave well and develop good manners. The childminder expects all children to be polite and kind. She supports them to share and take turns through clear and consistent rules, and guides them to resolve conflicts independently.

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need to do better?

n The childminder and her assistant work as an effective team. They complement one another's work throughout the day, and provide a well-considered and varied curriculum that challenges and motivates children. They use research and training to give them ideas for enhancing children's learning, for example planning a new treasure hunt activity outdoors to extend younger children's listening skills and older children's literacy skills. n The childminder works closely with parents. She ensures an effective two-way flow of communication to find out about what children know and can do at home. She uses this information to plan and support children's learning. The effective partnership helps to provide consistent care and learning for children, for example ensuring that the same approach is used to support their behaviour. Parents state that they value the advice that the childminder provides. n The childminder and her assistant are kind, caring and attentive. They support

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need to do better?

children's confidence and self-esteem through plenty of praise and encouragement. Children form strong bonds with them and are well settled and secure in their care. However, there is scope to extend opportunities for children to discuss their own feelings and learn about the feelings of others, to extend their emotional development even further. n The childminder ensures children benefit from a wide range of experiences to

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need to do better?

17 October 2019 help build on their knowledge and understanding of their community and the wider world. For instance, children enjoy a visit from the fire brigade, learn about the work they do and explore how fire engines work. Children regularly visit different local sites to learn more about their community. The childminder plans to introduce forest school sessions to enrich their experiences even further. n Children learn to foster a love of reading from an early age through regular story times. The childminder is skilled at making stories interesting and encourages children to join in with sounds and words. Children listen well and concentrate for extended periods. Children are keen to tackle mathematical challenges throughout the day. The childminder incorporates these effectively through enjoyable activities such as board games and singing. n The childminder and her assistant support children's language skills well. They

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need to do better?

carefully build on their developing speech and regularly introduce new words to widen their vocabulary. For instance, children learn to say 'pomegranate' as they enjoy tasting the fruit. However, on occasions, the childminder and her assistant miss opportunities to use effective questioning to extend children's critical thinking and problem-solving skills as well as possible. n Children become increasingly independent, supported by the childminder and her assistant who build on their skills effectively. For instance, children learn to put on their shoes and coats before going outside. They help prepare snack and tidy toys with enthusiasm. Children develop skills that prepare them well for the next stage of their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her practice meets current requirements and keeps her own and her assistant's knowledge up to date through regular training. She is confident in recognising the signs that may indicate that a child is at risk of harm and has clear procedures to follow to act on any concerns about a child's welfare. The childminder and her assistant supervise children well throughout the day and minimise risks where possible, to maintain a safe environment both indoors and outdoors.

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should:

n challenge and extend children's critical thinking and problem-solving skills even more n make the most of opportunities for children to recognise, discuss and gain a deeper understanding of different feelings and emotions.

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Setting details

Unique reference number EY281798 Local authority Gloucestershire Inspection number 10063060 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 to 9 Total number of places 12 Number of children on roll 23 Date of previous inspection 20 October 2015

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Information about this early years setting

The childminder registered in 2004. She lives in Minchinhampton, Gloucestershire. The childminder operates Monday to Thursday from 7.30am until 6.15pm, all year round. She works with her daughter as an assistant. They both hold relevant level 3 qualifications. The childminder receives funding for free early education for children aged two, three and four years.

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Inspection activities

n The inspector had a tour of the areas of the home available to children and completed a learning walk with the childminder to discuss the organisation of the provision. n The inspector observed the quality of care and teaching during indoor and outdoor experiences. n The childminder and the inspector carried out a joint observation together. n The inspector spoke to the assistant, the children and parents. n The childminder provided evidence of qualifications and suitability checks for herself and her assistant.

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Inspection activities

17 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

17 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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