Childminder EY463081

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

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The provision is good

Children are happy and clearly enjoy the time they spend with the childminder. They are content in their play and form friendships with their peers. Children talk about the different festivals they enjoy taking part in and share their experiences of 'bonfire night'. Children use their imagination as they use cardboard boxes to create a 'fire'. They extend their play, show their understanding of fire safety and make links to their home experiences as they ask the childminder for a 'pokey stick'. Older children remind younger children that fire is 'very hot'.

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The provision is good

Children's independence is supported well. At mealtimes, children take turns to cut pieces of fruit and pour their own drinks. The childminder supports children's mathematical knowledge. For example, she asks children to count the pieces of fruit and select what shape cracker they would like for their snack.

p.2

The provision is good

The childminder takes children to visit different places within the community where they can develop their curiosity and their understanding of the world. Children engage in conversations about a recent 'treasure hunt' where they collected leaves, conkers and acorns. They learn to care for living things and recall past learning, explaining to visitors the time they found a hedgehog that needed to go to the vet. Children adopt caring and respectful behaviour. The childminder sets clear expectations for children. Children demonstrate a good understanding of these expectations and tell visitors 'we must be quiet at the library'.

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need to do better?

n The childminder knows the children well. She makes regular observations and uses these to plan activities for future learning. For example, after children observed a building site on a recent outing, the childminder provided them with an exploration tray containing gravel and diggers. n The childminder provides a good balance of adult-directed and child-initiated play. She makes learning enjoyable and children are eager to join in. Children enthusiastically decorate breadsticks with melted chocolate and use words such as 'sparkles' to describe decorations they shake on. n Children are extremely curious. They ask the childminder lots of questions and seek further explanation. For example, they ask, 'Why has it melted?' Although the childminder provides children with answers to these questions, she does not always give children in-depth explanations or encourage them to think and find out for themselves.

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need to do better?

n The childminder supports children's communication and language skills well. She introduces new vocabulary to describe the texture of sand. For example, as children brush sand off of their hands, she refers to it as being 'gritty'. n The childminder supports children's physical development well. Children enjoy

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need to do better?

7 November 2019 spending time outside in the garden. The childminder encourages them to catch and kick a ball. She praises children for their efforts, developing their confidence and self-esteem. n The childminder builds strong partnerships with parents. Daily diaries ensure parents are kept well informed about children's individual care routines and the activities they take part in during their time with her. The childminder provides practical ideas and information for parents regarding children's learning and development. For example, she offers guidance to support toilet training at home. n The childminder establishes good relationships with other professionals, including the local school. The childminder takes children to attend events at the school, such as sessions for rising fives. Consequently, children become familiar with the school environment and get to know the staff. n The childminder is ambitious and keen to continue with her professional

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need to do better?

development. She is currently completing a degree in childhood studies. The childminder seeks training opportunities to enhance her knowledge and skills. For example, she has recently completed an online course to enhance her communication with the fathers of the children at her provision. n Although the childminder takes children on a range of outings, she does not consistently support children's appreciation of diversity and their understanding of what makes them unique.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of child protection and safeguarding procedures. She recognises the possible indicators of abuse and is aware of the procedures to follow if she has concerns about a child in her care. The childminder supervises children well. She teaches them how to keep themselves safe. For example, she encourages them to hold hands on outings. The childminder carries out risk assessments on all areas of her home and completes regular fire safety checks.

p.3

should:

n strengthen ways to support children to develop an understanding and appreciation of diversity and a better understanding of what makes them unique n provide children with even more in-depth explanations and more time to respond when asked questions, to further extend their thinking skills.

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Setting details

Unique reference number EY463081 Local authority Gloucestershire Inspection number 10125780 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 11 Total number of places 6 Number of children on roll 14 Date of previous inspection 17 November 2015

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Information about this early years setting

The childminder registered in 2013 and lives in Huntley, Gloucestershire. She operates all year round from 7am to 6.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector had a tour of the premises and evaluated an activity with the childminder to understand how the early years provision and the curriculum are organised. n The inspector held discussions with the childminder at appropriate times throughout the inspection. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at relevant documentation, including evidence of the suitability of persons living in the household.

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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 November 2019 7 November 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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