Childminder in Gloucestershire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children settle quickly and have fun with the childminder. They adjust superbly to new people and situations, with sensitive support from the childminder. Children are soon involving everyone in their play.

p.2

The provision is good

There are exciting activities planned, linked to children's interests and the time of year. Indoors, children can choose shape sorting, printing with fruits or taking their pick from other readily available toys. Outdoors they can play with water, scoop the inside out of pumpkins or make pretend pumpkin pies in the mud kitchen.

p.2

The provision is good

The childminder is on hand offering support and guidance. Children try to lift pans filled with water using the handle. The childminder notices they are struggling. She suggests how to hold the pan. Children listen and follow the instructions, smiling at the childminder when they succeed. The childminder claps her hands and tells them 'well done, you did it'. Children continue to lift the pans and pour water into different containers. They check in with the childminder, who shows she is watching by continuing to praise their efforts. Children are learning to keep trying to achieve new skills.

p.2

The provision is good

The childminder focuses on making sure children have meaningful experiences throughout. She looks to provide opportunities that capture children's imaginations and enhance their understanding of their place in the wider world. Parents comment favourably on the way the childminder takes children out and about to local parks and play areas. Children learn about nature, how to care for their play spaces and show respect for others and the environment.

p.2

need to do better?

n The childminder promotes children's communication and language well. She talks with children as the play, offers new words and helps them to express ideas. She checks what they have remembered as well. For example, as children play with the toy vehicles, she gets them to recall the names and colours. Children know the names for cars, trucks, planes and ambulances as well as the colours black, red, blue and white. n Children behave exceptionally well in the setting. Younger children play brilliantly with others, eagerly taking them to join in different activities. They readily share resources and take turns. For example, children eagerly share the star anise they find in the water jug with others and wait patiently for their turn to add the next pumpkin to the tower. They listen to, respect and follow instructions from the childminder. For example, they hear when the childminder says that they need to tidy up and immediately start putting the toys away.

p.2

need to do better?

n Children settle well. The childminder encourages families to bring in photos to

p.2

need to do better?

15 October 2021 create displays so children can develop an understanding of things that they have in common and things that make them unique. She includes festivals and special days that children celebrate at home in her planning for activities in the setting. Children are developing an awareness of other cultures and traditions. n Mathematical activities are presented in exciting ways. For example, the childminder cuts out circle, square and triangle shapes in a pumpkin. Children find the right shaped pumpkin piece, recognising the circle and the square, and push them through the correct holes. Outdoors, children have fun making splashes with different-sized pumpkins. They decide which pumpkin is the biggest and see if it makes the biggest splash by dropping it into the tub of water. n Children are highly motivated and engaged. They show pleasure as they join in the different activities. For example, they laugh as the pumpkins they have

p.2

need to do better?

stacked roll away. The childminder encourages the children well. However, sometimes, she does not follow up on opportunities to extend learning. For instance, she asks children if they can sort the pumpkins by size and then count them. The children choose to continue dropping them into the water and the childminder does not ask them again. n Partnership with parents is good. Parents are kept informed of day-to-day events at the setting and know how their children are progressing. The childminder provides online photos during the day for parents to see what children are doing, and she talks with parents when they collect their children at the end of the day. Parents comment that their children are well cared for and make good progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder prioritises keeping children safe. She keeps her safeguarding knowledge up to date and reviews her policies to make sure that they reflect any changes in legislation. The childminder understands how to identify and report concerns about a child's welfare and also what to do if an allegation is made against her. The childminder carries out risk assessments for her home, garden and outings. She talks with children about staying safe when out and about.

p.3

should:

n ensure learning opportunities encourage children to respond and extend their development.

p.3

Setting details

Unique reference number EY550489 Local authority Gloucestershire Inspection number 10133760 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 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder is located is the Kingsway area of Gloucester. She offers care Monday to Friday, from 7.30am to 5.30pm, term time only. The childminder takes four weeks' holiday throughout the year, which she confirms each year. The childminder holds an appropriate childcare qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and children. n Children spoke to the inspector during the inspection. n Parents shared their views on the setting with the inspector.

p.4

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.

p.4

Inspection activities

15 October 2021 15 October 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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