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 Not applicable

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The provision is good

Parents describe the childminder's home as 'another home' for their children. Children are greeted warmly on arrival by the childminder and her assistant, and settle quickly. Their friends also rush to greet them and immediately involve them in their play. Children form strong friendships from a very young age, and they make excellent progress in their personal, social and emotional development. The children know the routine well and enjoy taking part in daily activities such as dancing in the morning and circle time.

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The provision is good

Children behave very well. They show respect and consideration for each other and are consistently reminded to use their words to describe what they want and how they are feeling. Children have learned to be kind to each other. The childminder puts a pom-pom in a 'kindness jar' when children are kind. They receive a reward when the jar is full. Good behaviour is also reinforced through praise and stickers. The childminder and her assistant manage behaviour positively and act as good role models for the children.

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The provision is good

Children benefit from regular outings to soft-play areas, the library and parks. They learn to take calculated risks in their play, as well as how to keep themselves safe when using different equipment.

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need to do better?

n The childminder and her assistant carefully observe children and make accurate assessments of their development. This helps them to quickly identify developmental delays and take rapid action. For example, they identified gaps in children's physical development. They discussed this with parents and involved other professionals. Following the early intervention, children received the support they required and made good progress in this area. n Children make excellent progress in their speech and language. The childminder and her assistant provide children with exposure to a wide variety of experiences and vocabulary to support children's development. n The childminder and her assistant skilfully use children's current interests and experiences to tailor their learning. For example, a child who shows excitement about a recent 'Santa train' trip enjoys an activity in the garden where all children use empty cardboard boxes and chairs to create a train. Children use

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need to do better?

their imagination and develop their gross motor skills as they climb in and out of boxes. Babies benefit from 'holistic play' where they are given ample opportunity to explore using empty bottles, balloons and boxes. n Children show good levels of independence. Children who are due to start school are able to independently dress themselves, wash their hands, use the toilet and feed themselves. Younger children learn early independence as they wipe their

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need to do better?

5 December 2019 nose and feed themselves. n The childminder makes effective use of the early years pupil premium funding. She identifies ways in which the funding can be used to progress children's learning. For example, she supported children to use the potty by promoting a positive relationship between children and the potty. The childminder bought a singing potty that excited the children. As a result, children successfully learnt to use the potty. n The childminder supports her assistant to identify training opportunities for professional development and to improve outcomes for children. For example, her assistant attended an 'Enabling environments' training course. Following the course, they evaluated the environment and removed chairs around the activity tables. They found this created more space and helped children develop their core muscles. n The childminder has excellent communication with parents. She shares

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need to do better?

information about children's learning and development through daily diaries and regular meetings. She suggests ways in which parents can support children's learning at home and sends home resources such as story sacks. n The childminder uses tracking effectively to identify any gaps in children's learning. Her tracking has identified that children in her care will benefit from further opportunities to develop their skills in using information and communication technology. n The childminder provides healthy snacks which include a variety of fruits. Through parental feedback, she has identified that children will benefit from a wider variety of fresh vegetables at lunchtime to help them make healthy choices around food.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a good understanding of child protection issues. They know the procedure to follow if they have concerns about a child and if an allegation is made against the childminder or a household member. The childminder completes regular refresher training to remain up to date with changes to safeguarding procedures and ensures this information is shared with her assistant. She reflects the changes in her safeguarding policy. She has appropriate systems in place to ensure her assistant remains suitable to work with children.

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should:

n enhance opportunities for children to learn about information and communication technology further n provide children with further opportunities to make healthy choices around food.

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Setting details

Unique reference number EY547980 Local authority South Gloucestershire Inspection number 10107476 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 5 Total number of places 5 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Staple Hill, South Gloucestershire. She works with an assistant. The childminder operates on Tuesday from 7.30am to 6pm and Wednesday and Thursday from 8am to 6pm. She has qualified teacher status.

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Inspection activities

n The inspector completed a learning walk across all areas of the childminder's home to understand how the early years provision and the curriculum is organised. n The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection. n The inspector took account of the views of parents. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector sampled documentation, such as paediatric first-aid and training certificates, and children's assessment records.

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Inspection activities

5 December 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

5 December 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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