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 Good

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The provision is good

Children develop secure and trusting bonds with the childminder and her co- childminder who are both caring and patient. Children are kind and considerate of each other. They are happy and are beginning to form good relationships with their peers. Older children invite younger children to join their play as they pass them a toy and encourage them to join in. Children behave well. They understand what is expected from them and follow the childminder's instructions. Children learn good skills to support the next stage of their learning. Older children practise putting on their coats and shoes before they go outside for a walk. They observe changes to the environment and discuss the colour and shape of the leaves that have fallen from the trees. Children develop a good understanding of mathematical language. They count the leaves as they collect them and put them in their basket to take back to the setting. During the COVID-19 pandemic, the childminder considered

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The provision is good

ways to support children's social skills and confidence when out of the setting. For example, during their daily exercise, they would walk around the neighbourhood and stop outside the homes of people familiar to them. Children waved to each other and interacted from a distance, which helped children to maintain their relationships.

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need to do better?

n The childminder works hard to build positive relationships with parents. Before children start at the setting, she gathers information about their interests and routines from home. This helps her to get to know children well. The childminder is quick to recognise when a child may be hungry, tired or in need of a cuddle, and responds promptly to their individual needs. n The childminders each have a group of children that they take responsibility for. Each childminder then leads their children's assessments and liaises with parents. The childminder uses a range of communication methods, such as written diaries and digital messaging to share information with parents about their child's day. However, the childminder is not consistently successful in making sure that all parents are fully informed about how they can best support their child's learning at home. n The childminder models language clearly and provides a narrative throughout

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need to do better?

activities. She talks to children about what they can see and asks questions to promote their thinking skills. For example, the childminder asks children to remember what other things fall from trees during autumn besides leaves. Children talk about the conkers they collected on a recent outing and tell visitors, 'There are no conker trees here'. n The childminder supports children to develop a good understanding of how to keep themselves safe. For example, they learn about road safety when they are on a walk to collect leaves. The childminder asks the children to look for cars on

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need to do better?

13 October 2021 the road before asking them if it is safe to cross. n Children of all ages enjoy spending time together. They sit together at song time and sing enthusiastically. Children join in with the actions to songs. However, at times, children become distracted by each other and the busy environment. The childminder and her co-childminder do not organise whole group time effectively to promote children's focus and maximise opportunities for learning. n The childminder uses her assessments and knowledge of each child well to plan enjoyable learning experiences to increase their confidence in targeted areas. For example, she encourages children to participate in messy play activities and use objects they collect on a walk. Children concentrate as they paint leaves and make prints of them on paper. n Children bring a packed lunch from home. The childminder provides ongoing advice to parents about which foods and drinks make a healthy lunch box.

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need to do better?

Children learn about the importance of healthy eating as the childminder reminds them to eat their savoury food first. Babies develop good hand-to-eye coordination as they grasp sandwiches and put them in their mouths. n The childminder and co-childminder have a positive working relationship and share the same vision to provide high quality care and education at the setting. However, they are yet to fully establish their individual roles within the setting, to improve levels of organisation and enhance the learning opportunities available to children. This relates to the support and arrangements for group activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good understanding of how to keep children safe from harm. She is alert to the signs that a child may be at risk of abuse or neglect and knows the procedures to follow to report any concerns. The childminder keeps her knowledge up to date by attending regular training and reading current guidance. She has a clear awareness of wider safeguarding issues. For instance, the childminder is aware of the signs and behaviours that may indicate a child is subject to extreme views.

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should:

n build on existing partnerships with parents and provide even more information of how they can support their child's learning at home, so that children make the best possible progress n review the organisation of the setting to fully promote children's focus and maximise their learning opportunities, especially during group times.

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Setting details

Unique reference number EY474344 Local authority Gloucestershire Inspection number 10209907 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 6 Number of children on roll 6 Date of previous inspection 17 April 2018

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Information about this early years setting

The childminder registered in 2014. She operates from a co-childminder's home in Winchcombe, Gloucestershire. The childminder operates between the hours of 7.30am and 5.30pm, Monday to Thursday, except for bank holidays and two weeks at Christmas.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 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 discussed the activities on offer 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 the views of parents through written documentation. n The inspector looked at required documentation, including evidence of the suitability.

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Inspection activities

13 October 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

13 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

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