Chandra, Jyoti

Overall effectiveness Good

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

p.1

The provision is good

Children are happy and settled in the childminder's care. They display a strong sense of belonging and form secure attachments with the childminder and members of her family. Children benefit from well-established routines. Each morning, children self-register as they select a photo of themselves to display on the wall. The childminder talks to children about their plans for the day. Together, they discuss the weather and identify the clothing they may need to keep them warm outside. These routines and discussions support children's expectations for the day. This helps them to feel safe and secure.

p.2

The provision is good

Children are keen to play outside in the childminder's garden. They use a spade to scoop up sand and carefully pour it into different-shaped moulds. Children pat the sand with their hands and then turn the mould upside down to reveal the shape they have created. They are proud of their achievements and announce to visitors, 'Look what I have made, it's a turtle.'

p.2

The provision is good

During the COVID-19 pandemic, the childminder adapted her routines and changed her arrival and departure procedures to help minimise the risk of infection and make sure that everyone remained safe. Parents currently collect children at the doorstep. The childminder shares verbal feedback at collection times and follows this up with more-detailed information about children's day by digital message.

p.2

need to do better?

n Settling-in procedures are good. When children first begin to attend, the childminder gathers information from parents about children's likes and dislikes, as well as what they know and can do. She uses this information to identify children's initial starting points. This helps children to settle quickly and receive a targeted approach to their learning from the start. Children make good progress. n The childminder has a good understanding of how children learn and develop. She knows where children are at in their learning and provides stimulating activities that meet children's interests. However, the childminder does not consistently use opportunities to fully promote children's use of mathematical concepts, such as counting and problem-solving, during their play. n The childminder has rules and boundaries in place to promote positive behaviour. Children follow these rules and learn to take turns as they play a

p.2

need to do better?

game with the childminder. They are kind and gentle in their interactions with each other. For example, older children make close eye contact as they talk to babies and stroke their head. n The childminder supports children's creativity and provides resources to extend their imaginative play. Children play with dolls and help to dress and care for them. Children demonstrate good hand-to-eye coordination and develop the

p.2

need to do better?

8 December 2021 muscles in their hands, which supports their future writing skills. n Children attend other settings for some of their learning and development. While effective partnerships with some settings have been established, this is not consistent with all settings. This means that partnership working is not consistently strong for all children. n Children develop an understanding of healthy lifestyles. The childminder prepares healthy and nutritious meals and talks to children about the importance of eating a range of foods to keep their bodies strong. n Children learn to manage their own self-care needs. For example, they take a tissue to wipe their nose and learn to use the toilet and wash their hands independently. This supports children to feel confident in these routines before they start school. n The childminder gives children opportunities to revisit past learning activities and practise their skills. Older children show high levels of concentration as they play

p.2

need to do better?

a matching game with the childminder. They make links as they recognise the colours and shapes on puzzle pieces. They remember how the game works and talk to the childminder about what they can see on the puzzle pieces. However, the childminder does not always support children to learn new words to extend their vocabulary even further. n The childminder reflects on the service that she offers. She sends out parent questionnaires to gather their views on how she can improve her provision and the care she provides. Parents' feedback is positive. They state that they are happy with the care their children receive and value the childminder's flexibility.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection issues and is clear about her role and responsibilities to safeguard children. She has a good understanding of the indicators that a child is at risk of harm and is clear on the procedures to follow should any concerns arise about children's welfare. The childminder carries out daily safety checks on her home and garden to make sure that the environment is safe and free from hazards. She attends regular training, such as safeguarding and paediatric first aid, to keep her knowledge up to date.

p.3

should:

n enhance opportunities to promote children's use of mathematical concepts, such as counting and problem-solving, during their play n strengthen partnerships with all the settings that children attend, to further improve information-sharing and support for children's learning n provide children with even more opportunities to further extend their vocabulary.

p.3

Setting details

Unique reference number EY563579 Local authority Gloucestershire Inspection number 10191324 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 registered in 2018 and lives in Dursley, Gloucestershire. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except for two weeks in the summer and one week at Christmas. The childminder holds an appropriate qualification at level 6 for initial teacher training. She provides funded early education for two-, three- and four-year-old children.

p.4

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 setting. n The childminder showed the inspector the premises and the areas used for childminding. The childminder discussed her intentions for children's learning and the curriculum she offers. n The inspector observed the childminder's interactions with children, indoors and outdoors, and assessed the impact on children's learning. n The inspector took account of parents' views through written documentation. n The inspector looked at required documentation, including evidence of the suitability of those living in the household.

p.4

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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