Childminder in Gloucestershire

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children do not consistently benefit from a meaningful curriculum. This is because the childminder does not have a good enough knowledge and understanding of the learning and development requirements within the 'Statutory framework for the early years foundation stage'. Some activities provided lack focus because the childminder does not fully consider the purpose of activities or identify what she wants children to learn. This means that children's learning is not supported as well as it could be. Nevertheless, children settle quickly in the childminder's care. They demonstrate their close bond with her as they snuggle into her for a cuddle when they wake up from their nap. The childminder attentively responds to children's physical and emotional needs. She is patient and gives them time to relax and observe others before encouraging them to explore and engage in play activities for themselves. Babies develop their balance as they use equipment, such as a

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The provision requires improvement

walker, to move around the room. They hold rattles and excitedly shake them, enjoying the sound they make. The childminder continued to care for children throughout the COVID-19 pandemic. She puts additional safety measures in place to reduce the spread of infection. For example, visitors to the setting, such as prospective parents, are required to wear a face covering.

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need to do better?

n The childminder has recently returned from maternity leave. She updates her paediatric first-aid training. However, the childminder has not sought further professional development opportunities to enhance her knowledge and skills and provide a meaningful curriculum, for example to ensure she fully understands how to implement the recent changes within the early years foundation stage framework and provide children with consistently good-quality, purposeful activities. n The childminder gets to know children and their families well. She encourages parents to bring their children for settling-in visits before they start. The childminder uses these visits to gather information about children's routines from home, such as sleeping arrangements and mealtimes. This supports children's sense of belonging and ensures they settle into the childminder's care with ease. n Babies learn to coordinate their movement and build on the strength in their

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need to do better?

muscles as they crawl around the childminder's home. They show an awareness of others and delight in following them. Children's confidence in the environment demonstrates that they feel safe and secure in the childminder's care. n The childminder promotes children's good health and hygiene appropriately. For example, she wipes children's noses and regularly wipes their face and hands to keep them clean. The childminder encourages parents to provide healthy options in their child's lunchbox. She makes sure that children get fresh air and takes them on outings into the local community to widen their experiences.

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need to do better?

28 January 2022 n The childminder supervises children well. She completes risk assessments on all areas of her home to ensure the environment, resources and equipment are safe and suitable for use. As the childminder is only currently caring for for young children, she has ensured that all resources available are suitable for them to explore. For example, she has removed all resources that contain small parts. n Parents' views of the childminder's provision are positive. They describe the childminder as 'always smiling' and state that children feel 'at home' in her care. Parents report good communication with the childminder and value daily feedback through verbal conversations, as well as photographs sent digitally. n The childminder supports children to learn about difference in the world around them from an early age. She incorporates her family's heritage into her setting and introduces children to a range of cultural resources, such as dolls and

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need to do better?

books. Children also listen to songs and rhymes in her home language. This supports them to develop an early understanding of similarities and differences between themselves and others. n Babies are beginning to show an interest in early technology as they explore age-appropriate cause and effect toys. They display curiosity as they push buttons that make toys move or make sounds.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a satisfactory understanding of her safeguarding responsibilities. She is aware of the signs and symptoms that may indicate a child is at risk of harm or neglect. The childminder knows the action to take should she have concerns for a child's welfare. For example, the appropriate authorities to contact for advice or to make a referral.

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Due date

improve knowledge and understanding of the learning and development requirements to implement a meaningful curriculum. 28/02/2022

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should:

n strengthen opportunities for children to take part in purposeful play and learning, to help them make good progress.

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Setting details

Unique reference number EY553468 Local authority Gloucestershire Inspection number 10174451 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 3 Number of children on roll 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in December 2017 and lives in Berkeley, Gloucestershire. She offers care from 7.30am to 6pm, Monday to Friday, all year round, except for bank holidays and a week 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 explained how the setting is organised and how she plans the curriculum and experiences for children. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector took account of views of parents through digital documentation. n The inspector looked at required documentation, including evidence of the suitability.

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Inspection activities

28 January 2022 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

28 January 2022 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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