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 Requires improvement

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The provision is good

Children form secure relationships with the caring childminder and her assistants. They make choices in their learning from the wide range of resources and activities on offer. The childminder provides a welcoming learning environment and children can choose to play indoors or outdoors throughout the day.

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The provision is good

Children are happy and confident. They gain good social skills and become independent in their self-care skills. Children of different ages play well together and build friendships. For example, younger children thoroughly enjoy finding coloured stones in the garden and share their 'treasure' with their older friends.

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The provision is good

Children enjoy being physically active outdoors. They scramble up the climbing frame to access the platform, climb up steps to the slide, move over and through the tunnel. They use a variety of ride-on toys and negotiate space and obstacles with control. The childminder has high expectations for children's behaviour.

p.2

The provision is good

Due to the COVID-19 pandemic, the childminder has reduced the time parents are in the setting. Parents drop off and collect children from the door. The childminder shares information with parents about their child's day during a short discussion on collection and shares in-depth information about children's learning and progress using an electronic system.

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need to do better?

n The childminder knows what she wants children to learn and offers high-quality inclusive care and education, including for those children who receive additional funding. The childminder supervises her assistants effectively and has regular meetings with them. Together they reflect on the quality of the provision and make improvements. For example, they have made changes to the outdoor area to enhance children's learning. n The childminder and her assistants know what they want children to learn. They plan a wide range of stimulating activities and experiences based on children's interests and next steps in learning to help them achieve. However, the adults do not consistently ask children questions to extend their thinking and problem- solving skills further. For example, as children explore coloured foam, adults ask them a question about the texture and do not give children time to think and respond.

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need to do better?

n Children develop good communication and language skills. Adults introduce new words, such as 'aubergine', to increase children's vocabulary, and engage children in conversation to reinforce their understanding. Adults role model language well. They repeat back words correctly and extend children's short phrases into sentences.

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need to do better?

12 May 2021 n All children are keen to practise their early writing skills. They show good concentration skills for their age. Younger children draw patterns in foam with their fingers. Older children form recognisable letters and are beginning to sound these out. n Adults introduce mathematics into a range of activities. Children become competent in their counting skills and number recognition. Younger children eagerly collect coloured stones in their bucket and count them. Older children move around the garden looking at laminated cards and recognise written numerals up to 10. They count the spots on the printed dominoes accurately to check they are right. n Children experiment with a range of media and materials. They are keen to talk about their creations, such as rainbow pictures with pots of gold at the end. They enjoy mixing paint. Older children share their knowledge of colour mixing, telling younger children that blue and yellow make green. Adults give children

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need to do better?

plenty of praise and encourage them to take pride in their achievements. This boosts their good levels of self-esteem and confidence. n Partnerships with parents are strong. Parents report positively about the childminder and her assistants. They appreciate her flexibility to meet their family needs. Adults work effectively with parents to help children become toilet trained. The childminder liaises with other professionals, such as speech and language therapists, to help close any gaps in children's development. She works with other settings children attend to provide consistency.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have recently updated their safeguarding training. They are confident about what to do if they have any concerns about a child or if an allegation is made against adults. Adults teach children to keep themselves safe. For example, they give children good explanations about why they should not use the ride-on toys near the two steps that lead down to the patio area.

p.3

should:

n use effective questioning techniques to increase children's opportunities to use their critical thinking skills and solve problems.

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Setting details

Unique reference number EY436104 Local authority Gloucestershire Inspection number 10118028 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 20 Date of previous inspection 15 July 2019

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Information about this early years setting

The childminder registered in 2011. She lives in the Tuffley area of Gloucester. She offers her service all year round from from 7am to 7pm, Monday to Friday. The childminder provides funded early years education for children aged two, three and four years. She works with two assistants.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together around the setting. n The inspector observed activities and the quality of adults' interactions with children. She talked to the childminder and her assistants at appropriate times throughout the inspection. n The inspector carried out a joint observation of an activity with the childminder. n Children talked to the inspector about their play and activities. n The inspector viewed a range of documents, including Disclosure and Barring Service records, paediatric first-aid certificates and read written feedback from parents.

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Inspection activities

12 May 2021 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

12 May 2021 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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