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 thrive in the safe and welcoming environment. They form close and trusting relationships with the childminder and co-childminder. Children's behaviour is very good. They develop warm and kind early friendships with their peers. Children are positive role models to each other. Babies watch and learn from older children as they play together harmoniously. Children feel valued as the childminder listens carefully to what they have to say. She follows their interests and provides extra resources to extend their learning. For example, when children discuss the flavour of toothpaste, she suggests they go outside to pick some mint from the herb garden. This supports children to connect their ideas and extend their knowledge.

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The provision is good

Due to the COVID-19 (coronavirus) pandemic, the childminder has adapted her practice to keep children safe and well. Parents drop off and pick up their children at the front door. The childminder shares information verbally and uses her online system to keep them up to date about their child's progress. During the COVID-19 lockdown, the childminder shared videos of her modelling early signs. This helped parents to support their children's learning at home and encouraged ongoing practise to help them remember early sign language during periods of time when they did not attend.

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need to do better?

n The childminder implements a well-planned and broad curriculum. Children regularly revisit and build on past learning experiences. The childminder asks them questions which prompts their thinking skills. For example, as children pretend to catch bugs, the childminder enthusiastically directs them to a bumblebee in the garden. Children watch intently as the bumblebee hovers around the sunflower and vegetable patch. They demonstrate an understanding of rhyme and proudly announce, 'fuzzy and buzzy sound the same'. n The childminder effectively meets the needs of children with special educational needs and/or disabilities. She identifies children who may benefit from additional support, and works with parents and external professionals to ensure children get the help they need. The childminder makes sure her curriculum meets the needs of all children. n The childminder helps prepare children for the move to school. She completes

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need to do better?

transition documents and attends online meetings with teachers to share information about children's learning and well-being needs. However, on occasions, the childminder does not support the most-able children to fully develop their self-care skills, so they are even more confident and independent when they start school. n The childminder effectively promotes children's understanding of healthy

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need to do better?

29 July 2021 lifestyles through well-thought-out activities. Children work together to cover a pretend tooth in high sugar foods, such as chocolate and ketchup. The childminder skilfully explains how they need to clean the tooth to keep it healthy. Children excitedly use toothbrushes and 'tooth paste' to clean the tooth, and discuss the importance of cleaning their teeth twice a day. n Relationships with parents are good. The childminder encourages them to share information about their children's learning at home and update her of any changes to their routine, so she can support this within the setting. Parents have high levels of regard for the childminder and her co-childminder. They state 'there is nothing they would change' and they are 'extremely thankful' for the care they provide. n The childminder uses present day events, such as the 'Olympics', to teach children about different countries and traditions. Children are invited to bring in

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need to do better?

traditional foods from their special country and share this with their friends. The childminder teaches children about different languages. Children proudly recall the South African word for satsuma and tell visitors it is a 'naartjie'. The childminder helps them to remember the correct pronunciation. She reminds them that it sounds similar to her dogs name 'Nacho'. n The childminder is passionate about her role. She networks with other childminders in the local area to share ideas for best practice and offer them support and guidance. However, she is yet to effectively use her self-evaluation to identify professional development opportunities, to extend her knowledge and enhance children's good learning outcomes even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends training to keep her safeguarding knowledge up to date. She is able to identify the signs and symptoms that may indicate that a child is at risk of harm, including indicators of extreme or radical views. The childminder is aware of local safeguarding procedures and knows who to contact if she has any concerns. She ensures children are continuously supervised while in her care and on outings. The childminder assesses the safety of her home to identify and eliminate any potential risks.

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should:

n support children to consistently develop their independence and confidence in self-care routines, in readiness for school n strengthen self-evaluation to better identify areas for professional development to enhance the setting and raise children's learning outcomes even further.

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Setting details

Unique reference number EY489686 Local authority Gloucestershire Inspection number 10202225 Type of provision Childminder

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Registers

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

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inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection 10 October 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Cirencester, Gloucestershire. She works with a co-childminder. The setting operates all year round from 8am to 5.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss activities and intentions for children's learning. n The inspector observed the quality of education during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector and the childminder discussed and evaluated a learning activity together. n The inspector took account of views of parents through written documentation. n The inspector looked at required documentation, including evidence of suitability.

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Inspection activities

29 July 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

29 July 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

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

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