Greenslade Lynn

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 arrive happy and ready for the day. They respond with delight as they are greeted by the childminder and wave goodbye to their parents. The children show they have formed good attachments with the childminder, who provides them with lots of praise and reassurance. This supports children to develop confidence and self-esteem.

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The provision is good

The children behave well. They play alongside each other, sharing thoughts and ideas. The childminder is a good role model and gives them gentle reminders to use their manners and how to behave. During a creative activity, the children share tissue paper and decide to work together to make a rainbow. The children crunch up the paper into little balls and glue them to the paper. They discuss what colour they should do next. When finished, the children decide to give it to the childminder telling her, 'I give you a present, it makes you happy'.

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The provision is good

The childminder takes the children out into the community. They go to a soft-play centre where children climb and take risks in a safe environment. This helps to strengthen their muscles and builds up their physical skills. Children enjoy the fresh air and learn about the world around them, as they take walks in the woods and around local animal parks.

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need to do better?

n The curriculum is a blend of child-led play and adult-planned activities. The childminder uses children's interests and next steps to plan activities and experiences. She interacts with the children during their play or planned activities to extend their learning beyond what they already know. Children freely explore the environment, choosing what they want to learn. However, the childminder does not set up activities or make them accessible to the children first thing in the morning, while waiting for others to arrive. This means children spend time waiting around for long periods causing them to become disengaged in their play. n Children become confident communicators in this language-rich environment. The childminder supports language development by repeating what children say back to them with the correct pronunciation. Babies smile, babble and point to communicate their wants and needs. The childminder uses 'Makaton' alongside

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need to do better?

spoken words to further enhance young children's language development. n Older children use some mathematical language and counting during their play, such as more, less, big and small. For example, during a creative activity, the children compare the size of the pom-poms. They place them in order from biggest to smallest. The children count the number of pom-poms they have. They seek out the childminder to show her what they have achieved. She

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need to do better?

4 October 2022 praises them for their counting skills. n The childminder continuously reflects on her environment and practice. Since the pandemic, the childminder has prioritised re-building parent partnerships and supporting children to develop their social skills. The childminder meets with other childminders to share knowledge, ideas and resources, which she uses to enhance her knowledge and practice. The childminder regularly evaluates her practice by gaining feedback from parents, children and other childminders. n Parents value the childminder and the care she provides. They receive lots of information and guidance on toileting, sleep and any developmental concerns. The parents receive regular updates online about their children's development and next steps, along with games and activities they can do at home to support learning. The children come home telling their parents about their day and the

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need to do better?

trips they have been on within the community. Parents comment on how the childminder ensures children are always kept safe and supports them by reinforcing boundaries and routines. For example, children learn how to be safe when out in the community and how to do some tasks for themselves. The childminder gains information on the children's development and routines to support her in establishing starting points for new children. n The childminder supports children to become independent. She allows them to choose what they would like to do or learn. The children show a good attitude to learning. They select books and resources to extend their play. During planned activities, older children become engaged for long periods as they select resources to extend their play. However, the childminder does not adapt planned activities to support the learning needs of the babies. This means they become frustrated when they are unable to join in and freely explore the activity

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibility to safeguard children from harm. She can identify the different signs and symptoms of abuse, including female genital mutilation and child exploitation. The childminder knows how to report any concerns about a child or allegations made against her to the local authorities. She ensures parents are fully aware of the actions she would need to take if she had concerns regarding their child. The childminder conducts safety checks of her home and places they visit to ensure they are safe and secure.

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should:

n organise the play environment more effectively to keep children engaged at all times

p.3

should:

4 October 2022 n further support babies' individual needs, particularly during adult-led activities, to help them make even more progress.

p.3

Setting details

Unique reference number 136243 Local authority South Gloucestershire Inspection number 10234182 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 12 Number of children on roll 4 Date of previous inspection 3 October 2016

p.5

Information about this early years setting

The childminder registered in 1989. She lives with her husband, who works as her assistant, in Yate, South Gloucestershire. Childminding takes place between 8am and 6pm, Tuesdays and Wednesdays, for most weeks of the year. The childminder holds a level 3 qualification in early years. She receives funding to provide early years education for children aged two-, three- and four-years-old.

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Inspection activities

n This was the provider's first routine inspection since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector and the childminder completed a learning walk where they discussed the provision and the curriculum. n The inspector observed the teaching quality and assessed the impact on children's learning. n The inspector completed a joint observation with the childminder. n The inspector held a meeting with the childminder to discuss how they self- evaluate the provision. n The inspector looked at relevant documentation, such as Disclosure and Barring Service certificates, registers and accident logs. n The inspector took account of written testimonials from the parents. n Children spoke and engaged with the inspector during the inspection.

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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

4 October 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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