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

This nurturing childminder forms strong bonds with children. She provides constant reassurance and affection and supports their growing independence and self- esteem. Children become confident and active learners. The childminder provides a wide range of exciting activities that reflect children's interests and offer them stimulating experiences, many of which help develop physical and social skills. Children make good progress from their starting points. The childminder supports children's awareness of healthy lifestyles successfully. For example, children eat healthy snacks and learn good hygiene habits. Even younger children look for their own towel to dry their hands, so they do not spread any germs. Children learn how to keep safe, for instance the childminder talks to them about how accidents can happen if they do not look where they are walking when they are moving around her home. Younger children develop their physical skills very well, for example,

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The provision is good

through drawing, building with construction toys and attempting peg puzzles. They learn to do small personal tasks independently, such as pulling up their trousers after a nappy change. Children learn to value and respect others' highly. For instance, the childminder teaches children about different cultures and people in the world, and celebrates a wide range of events during the year and in the local community.

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need to do better?

n The childminder helps children to settle well by building strong relationships with them and their families. Parents comment positively on the childminder's nurturing and caring ways, and the wide variety of experiences she plans for children to enjoy. n The quality of teaching is good. The childminder has a secure knowledge about each child's stages of learning, which she uses to inform each child's individual planning. She provides a good range of age-appropriate activities and experiences that support the curriculum successfully. For example, children engaged readily in a planned activity to encourage children's speech, eagerly helping to build a train track as the childminder talked about the differences between the train passengers who were plastic animals and dinosaurs. n The childminder supports children to develop good literacy skills. For instance, she provides books in Brazilian, Portuguese and German for children whose

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need to do better?

families speak English as an additional language. However, opportunities for the younger children to choose and read from a wide variety of books are sometimes limited as they are stored on shelves that are not easy for them to access without help. Additionally, chances for early mark making are not maximised as the wide variety of writing materials are in plastic boxes with lids. n Children enjoy activities to develop their understanding of the natural world. For instance, children playing outdoors explored rain that collected in a scooter seat,

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need to do better?

20 November 2019 feeling the different textures of wet leaves, as they picked them out to float in a puddle in the garden. Children are imaginative in their play. For example, they role play being their friends and family members as they cook at the play kitchen. n Children are keen for the childminder to play alongside them as they attempt to complete matching puzzles with numbers, pictures and shapes, and she asks them questions about the colours to support their learning. However, she sometimes misses opportunities to support younger children's developing mathematical abilities. n The childminder encourages children to be confident communicators and provides many opportunities for children to encourage their early language development. For instance, she introduces new words to younger children and interacts continually with them using a commentary as she encourages them to follow their play ideas. n The childminder uses effective self-evaluation processes to identify changes

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need to do better?

needed to continually improve her service. For example, she has discussions with parents, other childminders and professionals to help her improve her play environment and activities she provides for the benefit of the children. At the suggestion of parents, she has recently reorganised the craft table and resources for older children's safety and enjoyment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good ability to recognise when a child may be at risk of harm or neglect. She keeps up to date with changes to any child protection issues. For example, whenever she receives new information and guidance, she reviews her practice and seeks further information from training, written publications and the local early years and safeguarding websites. This helps to ensure she is knowledgeable about current legislation, such as guidelines to protect children from radical and extreme views. The childminder has effective risk assessments in place for her home, garden and local trips.

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should:

n extend learning opportunities for literacy to help younger children develop their early reading and mark-making skills n ensure that activities have a sufficient level of challenge to enhance children's early mathematical development.

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Setting details

Unique reference number EY482844 Local authority South Gloucestershire Inspection number 10076327 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 6 Number of children on roll 7 Date of previous inspection 20 July 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Frampton Cotterell, South Gloucestershire. She offers all year round, between 7am and 6pm on Monday to Friday, apart from family holidays. The childminder receives funding to provide free early years education for children aged two, three and four years. She occasionally works with an assistant, who is her husband.

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Inspection activities

n The inspector observed the interactions and play between the childminder and the children. 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, looked at registration records 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

20 November 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

20 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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