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 enjoy spending time with the childminder who is kind and nurturing towards them. The childminder has made great efforts to settle children after the COVID-19 pandemic. Through her discussions with parents, she has identified that children need more opportunities for interactions with other children and adults. She provides this through regular outings with other childminders.

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The provision is good

Children show high levels of concentration as they sit at a table for long periods, engaging in activities. They spend time making snowmen, using different resources such as cotton wool, glue, and paint. The childminder provides suitable challenge for children through her interactions and the resources on offer. For example, she talks to them about what they are doing and encourages them to be creative. She provides them with access to materials of different colours and textures.

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The provision is good

Children behave exceptionally well. They share with their friends and play cooperatively. The childminder consistently uses positive reinforcement and praises children for their good behaviour. They understand the daily routines well as they proudly tidy up before moving on to the next part of the day. For example, after a colouring activity, they put colouring pencils and paper away in preparation for snack time.

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need to do better?

n The childminder has adapted her curriculum to reflect the impact that the pandemic has had on children. She strives to provide children with social interactions, support their speech, build their confidence and give them experiences in the community. n Children make good progress in their learning and development. The childminder carefully observes and assesses children's development which helps her to swiftly identify when a child may need additional support. She works closely with parents and other professionals to ensure all children make the best possible progress in their learning. n Children benefit from healthy snacks and fresh air to promote their well-being. However, on occasions, the childminder misses opportunities to teach children about the benefit of drinking water and they are not encouraged to choose water instead of juice. n The childminder has a strong ambition to drive forward improvement. Through

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need to do better?

self-evaluation, she identifies areas of the curriculum that require improvement. For example, she recognised that children had less opportunity to do arts and crafts. She used this information to provide children with access to more materials to support their creativity. She accesses training for her professional development such as learning about techniques to support children with their

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need to do better?

8 December 2021 speech. n Children show good manners as they generally say 'please' and 'thank you'. On occasions when they forget, the childminder kindly reminds them. n Children have close attachments with the childminder. They approach her to show her the good work they have done, such as colouring, and are very pleased when she praises them. She is respectful towards children and asks them for consent before she checks or changes their nappy. n The childminder has good relationships with parents and regularly communicates with them. Parents are very complimentary about the service she provides and comment positively about how hard she has worked to settle children, following the pandemic. She provides support for parents and works closely with them to ensure children's needs are fully met. n Children demonstrate good levels of independence as they wash their hands and identify when they need to use the toilet. The childminder is attentive towards

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need to do better?

the children and manages their personal care needs well. For example, she swiftly identifies when their noses need to be cleaned. However, she does not always encourage them to manage this task for themselves so that they learn to manage their self-care as independently as they could. n Children are given choice in their play. The childminder gives them opportunities to choose what activities they would like to do and follows their interests. She skilfully interacts with children to promote their learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly updates her safeguarding knowledge through training. She demonstrates sound knowledge of the action to take if she has concerns about a child or what she will do if an allegation is made against her. The childminder teaches children about rules and how to keep themselves safe. For example, when they play with small, furry, plastic balls that stick together, she reminds them not to put them in their hair or mouth.

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should:

n promote children's well-being by providing them with more opportunity to learn about the benefits of drinking water n support children to manage their personal needs by encouraging them to identify when their noses need wiping.

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Setting details

Unique reference number EY304580 Local authority Gloucestershire Inspection number 10213340 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 9 Date of previous inspection 20 October 2016

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Information about this early years setting

The childminder registered in 2005 and lives in Hucclecote, Gloucestershire. She works from 7.45am to 5.45pm, Monday to Friday, throughout the year.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

8 December 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

8 December 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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