Childminder in Gloucestershire

Overall effectiveness Good

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

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The provision is good

Children have excellent opportunities to learn about the natural world. They eagerly help to collect eggs from the chickens and enthusiastically dig up leeks in the vegetable garden. They scrub the vegetables and talk about the roots, the length of the leaves and what they need to grow. Children learn to be kind to living creatures. They are keen to watch the wriggling worms and are reminded to 'be very gentle with them, they help the plants to grow'. Children learn about the healthy food that is grown in the garden and prepared for their snack. For example, they eat the pumpkins for dinner. They are encouraged to think how the leeks will make a soup and how eggs will make a cake. Children learn from the world around them on walks to school, trips to the library and visits to the woods. For example, they notice the numbers on manhole covers or watch the clouds as they race across the sky.

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The provision is good

Children learn to be independent in a variety of ways. They put on their own coats and wellington boots before going outside. They make their own sandwich for lunch, buttering the bread and filling it with salad and chicken, and pour their own milk from small jugs. Children collect their own bags and changing mats for a nappy change. They are praised and encouraged to 'do it by yourself'. Children are happy, safe and secure while at this setting and are motivated to learn.

p.2

need to do better?

n The childminder organises regular meetings for children with special educational needs and/or disabilities. This secures a consistent approach to ensure their individual needs are met. Parents and professionals speak very highly of the childminder's involvement. The childminder works extremely well with local schools and settings. She ensures transitions are smooth and children are well prepared for the next stage of learning. n Parents speak with warmth about the childminder and they are positive about the progress their children have made. The childminder shares information with parents extremely well and uses their knowledge of their children to determine children's starting points. The childminder extends learning into the home. For example, children enjoyed pancakes on Pancake Day and the childminder shared recipes of different sweet and savoury toppings to try at home. n The childminder is very skilful in using books and stories to extend learning. For

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need to do better?

example, children snuggle up on the sofa to look at the story about a farm. They look at the pictures as the childminder signs the word and she then encourages the children to find the animal in the bag. Books are also used to explore feelings and challenge stereotypes. For example, children talk about the 'fierce dinosaur' that makes the 'shy' dinosaur feel 'frightened'. n Children have a wide range of activities planned for them. However, they have

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need to do better?

5 March 2020 too few opportunities to choose toys and resources for themselves and lead their own play. n The childminder explains to children what is happening as they play. She encourages them to make links between what is happening and what might happen next. She often uses questions to try and excite their curiosity. Children are offered new experiences to learn new words. However, they are not always given enough time to think and respond and to fully develop their confidence verbally. n The childminder sets high standards for her practice. She takes the time to ensure her curriculum is 'varied and ambitious'. Mathematical concepts are particularly well supported. For example, children notice how objects go around and around and travel up and down. They are helped to estimate whether things are long or short or whether they need 'one more'. Children make good progress at this setting. n The childminder models how to be kind, considerate and polite. Children

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need to do better?

respond well to instructions and play cooperatively with one another. The childminder encourages children by handing over small responsibilities. For example, they line up their shoes so they do not trip over them, and she acknowledges that they try very hard. The childminder supports children's listening and attention skills while they play. Children lean in to listen to as the childminder whispers to match quiet sounds. They are curious to explore this further by exploring the sounds of instruments.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is very experienced in recognising the indicators of abuse. She regularly refreshes her training. The childminder has a clear understanding of wider issues that contribute to keeping children safe from harm. For example, she can talk about the effect of extremism on children and families. The childminder shows great skill in supporting children's understanding of risk and danger. She uses play opportunities to extend this further. For example, she uses role play to explore how cookers can burn. She explains how adults should always open the oven door as it is not safe for children.

p.3

should:

n give children the time they need to process and respond to what they hear, to support their language development further n provide more opportunities for children to lead their own play and develop their own ideas.

p.3

Setting details

Unique reference number EY282453 Local authority Gloucestershire Inspection number 10125553 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 7 July 2015

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Huntley, Gloucestershire. She operates Monday to Friday from 7.45am to 4pm, for 48 weeks of the year. The childminder accepts children who are eligible to receive funding for the provision of free early education for children aged two, three and four years. She holds a relevant childminding qualification.

p.4

Inspection activities

n The inspector and the childminder took part in a joint observation and observed children at play. n The inspector took account of parents' comments about the setting and practice. n The inspector sampled documentation and discussed the childminder's process of self-evaluation. n The childminder took the inspector on a learning walk to discuss and explain how the early years provision is organised. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning.

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Inspection activities

5 March 2020 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 March 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

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