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 Requires improvement

p.1

The provision is good

Children are safe and secure in this home-from-home environment. The childminder and her assistants create a learning environment which is centred around the children's interests and developmental level.

p.2

The provision is good

Older children observe what happens when ice turns to water. They intently watch as they play, keen to retrieve the sea animals from the ice. The childminder talks to the children about the process and asks the children what they think happens to the ice and why. Babies enjoy listening to nursery rhymes that assistants sing to them, and they eagerly anticipate the next part of the song.

p.2

The provision is good

Children display good behaviour. The babies giggle together in the ball pool and give each other a cuddle. The older children work together to knock over the skittles. When the ball rolls across the garden, they retrieve it for their friends and use words of encouragement to cheer them on.

p.2

The provision is good

Children enjoy accessing their surrounding community with the childminder. They walk to the local schools daily. They access parks and visit the shops to buy food for baking and snacks. The childminder plans day trips around the children's interests to extend their learning. Children build confidence in the community and learn about their local area.

p.2

need to do better?

n The childminder plans a curriculum that focuses on the children's interests and what they need to learn next. Older children show an interest in sea animals. The childminder uses this as the topic for the term. She plans activities that include the sea life theme to entice children to learn. Children are keen to engage in all activities. n The childminder and her assistants know the children very well. The childminder regularly evaluates their learning by observing and interacting with the children, and talking to parents. She uses this information to plan for their next steps of learning. Children make good progress from their starting points. n Children learn to be independent. They choose their own toys, confidently access the toilet area and wash their own hands. However, younger children are not encouraged to feed themselves at mealtimes and older children are not given the opportunity to attempt to cut their own snacks.

p.2

need to do better?

n There is a good partnership with parents. Parents speak highly of the childminder and her assistants, saying they are 'very impressed' with what their children learn. They speak of the strong bonds they have formed with the childminder and assistants. The childminder shares information with parents about their children's learning online and by daily communication at drop-off and

p.2

need to do better?

12 July 2022 collection times. n The childminder weaves mathematical language into children's play. Children explore bubble mixture with various resources. The childminder talks to the children about shape, size and colour. The children excitedly engage. They enjoy counting the bubbles as they blow them and talking about the difference in sizes. Children confidently use mathematical language in play. n Activities are planned carefully to promote various areas of learning. Children use their senses to explore the play dough. They make their own sea animals. Assistants provide children with resources and pictures to look at, to assist with their creations. They ask the children about the texture of the play dough and they encourage them to recall what they already know about sea life from a previous trip to the aquarium. However, activities are not always planned to appropriately meet the learning needs of the youngest children. Assistants do

p.2

need to do better?

not use opportunities to support and extend their engagement effectively. n The children learn the importance of a healthy lifestyle and staying safe. They have daily access to physical activities. Assistants support children to understand the importance of being safe and the consequences of their actions. Children eat nutritious foods and are encouraged to try new things. Children are confident and curious.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants have a good knowledge of safeguarding and the importance of their role to help keep children safe. They are aware of signs and symptoms that may indicate a child is at risk. The childminder and her assistants are aware of who to contact should they need to report a concern. The childminder has a robust recruitment and ongoing suitability process to help ensure that assistants are suitable to work with children. They create a safe environment for children to play and explore. For instance, they teach the children the importance of staying safe in the sun.

p.3

should:

n plan activities carefully to best meet the learning needs of the youngest children n provide children with opportunities to develop their independence in routine activities, particularly at mealtimes.

p.3

Setting details

Unique reference number EY541685 Local authority Gloucestershire Inspection number 10203885 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 9 Number of children on roll 20 Date of previous inspection 19 July 2021

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Gloucester. She works alongside two part-time assistants. The childminder offers care for children from Monday to Friday, from 7am until 6.30pm, all year round. She holds a relevant childcare qualification at level 3. The childminder accepts funding for the provision of free early education for children aged two, three and four years.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke to the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The inspector and the childminder carried out a joint observation of a group activity. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning.

p.5

Inspection activities

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

12 July 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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