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 Outstanding

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The provision is good

Children form strong attachments with the kind and caring childminder. Children settle quickly into the provision and are happy, confident and safe. When babies become unsettled, they are quickly reassured by the childminder through smiles and cuddles and are quick to settle again. Robust settling-in procedures ensure that the childminder gets to know the children and families in her care before they start. For example, she carries out home visits to establish children's starting points and gets to know the individual children very well. Parents describe the childminder as 'amazing' and comment that they are 'beyond happy with the care provided'.

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The provision is good

Children behave well and are polite. The childminder is a positive role model and has high expectations for children's behaviour. Older children say 'please' and 'thank you' during mealtimes or when expressing their needs and wants. Occasionally, when children forget, the childminder is quick to remind them of her expectations. Children play alongside each other well and share resources. Older children begin to demonstrate a sense of care and concern for others, especially for those younger than them. For example, they provide babies with their drinking bottle to check whether they are thirsty or not.

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need to do better?

n The childminder skilfully incorporates mathematical language into everyday activities and routines. For example, while reading stories, she asks children to count how many objects they can see on the page. During snack time, she questions children about the number of segments in an orange. Older children confidently count in sequence from one to 11. Children develop an interest in early mathematics from a young age. n Children are supported well to develop their independence and self-care skills. Babies are encouraged to feed themselves at mealtimes, and older children attend to their own personal needs, such as dressing themselves or washing and drying their own hands. Older children begin to demonstrate an understanding of good hygiene practices and make comments, such as 'when we touch toys, we must wash our hands'. n The childminder has built effective partnerships with local schools in the community. Children benefit from regular visits to the schools to support their

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need to do better?

self-esteem and confidence, and further develop their social skills. Older children are well prepared for their next stage in learning as they move on to school. n Partnerships with parents are secure. Parents are kept regularly updated about their children's progress through verbal and online communications. Parents make comments about the 'excellent communication' at the provision. The childminder places a strong focus on involving parents in their child's learning from the start. She is keen to explore the experiences that children have at

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need to do better?

7 January 2020 home, and incorporates these into her daily planning to extend learning. The childminder has introduced a communication book for sharing information, and children enthusiastically talk about 'Spike the hedgehog' who accompanies them on their home adventures. n The childminder gives children lots of praise and support, and children want to learn. Children recognise when they have done well and make comments, such as 'I am so proud'. Children are encouraged by the childminder to persevere with challenge to complete difficult tasks, such as when peeling an orange at snack time. Children demonstrate positive attitudes towards play and learning. n The childminder provides frequent opportunities to support children's speech and language through shared stories, rhymes and play. For example, while investigating an exploratory box, children learn new words such as 'marble' and 'kaleidoscope'. When listening to stories, children hear new words such as

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need to do better?

'cocoon'. Children begin to learn and understand more complex words. n The childminder regularly evaluates her provision to ensure she provides high- quality care. She understands the importance of training to keep her own knowledge up to date. The childminder carries out regular feedback questionnaires to seek the views of the parents to drive improvement across the provision. n Children have access to a rich and varied selection of toys and resources across the curriculum to support their learning and development. Children direct their own play, and make good progress overall. However, on occasion, the childminder misses opportunities during play to fully extend and challenge children's learning, to build on what they already know and can do, to ensure that they achieve the best possible outcomes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out frequent safeguarding training to keep her knowledge current and up to date. She confidently identifies signs and symptoms which may indicate a child is at risk of harm, including wider safeguarding concerns such as the 'Prevent' duty. The childminder understands her role and responsibility to report any concerns she may have and knows who to contact should she have concerns. The premises are kept clean and tidy. Risk assessments are in place and the childminder checks the premises daily before children arrive. Children are kept safe.

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should:

n extend opportunities during play to challenge children to build on their knowledge and skills.

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Setting details

Unique reference number EY361109 Local authority Gloucestershire Inspection number 10125640 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 13 Total number of places 6 Number of children on roll 4 Date of previous inspection 11 May 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Cinderford in the Forest of Dean. She offers care from 8am to 6pm on weekdays, all year round. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector checked suitability documentation for both the childminder and household members, along with first-aid certificates. n The inspector carried out a joint observation with the childminder to assess the quality of teaching. n The inspector took into account parents' views through written testimonials and feedback questionnaires, and spoke to parents present at the time of inspection. n The inspector viewed areas of the home used for childminding. n The inspector tracked children's progress and sampled their learning and developmental records.

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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 January 2020 7 January 2020 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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