Childminder in South 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 Outstanding

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The provision is good

Children develop a strong bond with the kind and caring childminder. They are happy and secure in her care and look to her for support or reassurance when required. Children learn to manage their self-care. For instance, they take their shoes off when they arrive and get themselves ready for outdoor play.

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The provision is good

Young children behave well and are beginning to share and take turns. They develop good physical skills as they rake and scoop soil into different-sized containers. Children lead their own play and learning. For example, they empty the containers they have filled with soil and use these to build a tower. Children notice a worm within the soil. The childminder supports their curiosity as she gently picks it up and places it in her hand so children can take a closer look.

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The provision is good

The childminder is aware that some children have been impacted by the COVID-19 pandemic. For example, she recognises that they have had long periods of time at home with parents and are not used to being in unfamiliar surroundings with groups of people. Since restrictions have eased, the childminder plans to take children on more outings, for example to toddler groups and to the library to support their confidence and social skills.

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need to do better?

n The childminder has high expectations for all children. She knows how important it is to promote young children's communication and language skills. She talks to children throughout the day about what they are doing and introduces vocabulary alongside the use of sign language. Children respond well to the childminder's interactions. For instance, as they get ready for outdoor play, she talks to them about the train on their clothing and encourages them to repeat associative sounds, such as 'choo-choo' and 'chug-chug-chug'. n The childminder implements individualised procedures to support children to settle promptly. She makes good use of the information gathered from parents when children first start to attend. This helps her to promote children's progress from the outset. The childminder keeps parents up to date about their child's care needs and learning through daily discussions and digital messaging.

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need to do better?

n The childminder provides children with a range of activities that encourage them to explore and investigate. She knows children well and confidently recognises what they know and can do and how she will support their progress. However, on occasions, the childminder tries to incorporate too much and does not focus on the learning intentions of planned activities. n Children develop an early understanding of what makes a healthy lifestyle. They sit at the kitchen table and enjoy healthy snacks and meals that parents provide from home. The childminder shares information about healthy eating and ideas

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need to do better?

2 March 2022 for nutritional lunchbox items. Children are supported to wash their hands routinely throughout the day, for example before mealtimes and after outdoor play. n The childminder establishes positive relationships with parents. Parents are valued and encouraged to contribute towards their children's care and learning. The childminder has plans in place to further support parents to continue their children's learning at home. For example, to share story sacks and small activity bags. n The childminder provides some play resources that represent positive images of a diverse society. She helps children to develop an awareness of festivals and traditions such as Chinese New Year. However, the childminder does not always provide children with a wide enough range of positive learning experiences, to allow them to fully value the similarities and differences between themselves and others in the wider community, and prepare them even more for life in

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need to do better?

modern Britain. n The childminder is reflective and seeks to improve her practice. She gathers parents' views through daily discussions and written feedback. The childminder uses professional development opportunities well to further extend her knowledge and skills. For instance, she has very recently updated her safeguarding training and plans to attend further training opportunities to support children's play and learning outside.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities to promote children's welfare. She has completed relevant training and keeps her knowledge up to date. The childminder demonstrates a clear understanding of the signs that a child may be at risk and knows who to contact for advice or to raise a concern. Children play in a safe and secure environment. The childminder completes daily checks to make sure that this is maintained. She implements robust hygiene measures to reduce the risk of transmission of infection and to ensure children remain safe and healthy.

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should:

n strengthen the delivery of the curriculum to fully focus on children's learning intentions and support them to make the best possible progress n extend learning experiences to help children to understand and value similarities and differences between themselves and others in the community and the wider world.

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Setting details

Unique reference number EY476314 Local authority South Gloucestershire Inspection number 10125788 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 5 Date of previous inspection 7 March 2016

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Information about this early years setting

The childminder registered in 2014. She lives in the village of Olveston, near Bristol. The childminder operates between the hours of 8.30am and 5.30pm, Monday to Wednesday, except for bank holidays and one 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 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 suitability.

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Inspection activities

2 March 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

2 March 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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