Henson, Rebecka

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

Children are happy and clearly enjoy attending this warm, home-from-home environment. They confidently explore the childminder's home and access toys that interest them. The childminder and her assistant are affectionate and caring towards the children. They create a calm atmosphere and genuinely listen to the children. This helps to form strong, secure bonds between the childminder and the children in her care. Children will often seek them out for cuddles and can be regularly heard giggling with them as they play.

p.2

The provision is good

The childminder has high expectations for children's communication and language development. The childminder and her assistant consistently talk to them as they play. With younger children, they use repetitive language. To support children in their speech, they repeat words back to them clearly, so they hear correct pronunciation. Children learn new words, such as, ''heart', as they explore resources from the, 'what's in the box' game. The childminder sings a variety of songs which relate to routine situations. For example, they share songs about washing hands, tidying up and the rain as it pours. They read stories enthusiastically and give children time to fill in familiar phrases. For example, younger children excitedly share 'uh-oh' as they join in with the, 'Going on a Bear Hunt' story.

p.2

need to do better?

n The childminder and her assistant are good role models. They give plenty of praise to encourage children to keep trying to succeed at new tasks. Behaviour is well managed. Children show care and concern for others and, even from a young age, will help each other with tidying away or passing a friend their water bottle. The childminder and her assistant promote independence during daily routines. For example, they encourage the youngest children to put on their wellies and wash their hands. Children show a sense of achievement when completing small tasks. They show determination as they put lids on 'dabber' pens before putting them away. n Children have plenty of opportunities for fresh air and physical development. They have access to the childminder's spacious garden and chances to go on local adventures. The childminder and her assistant use these opportunities to extend children's learning. For example, they learn about road safety as they

p.2

need to do better?

take older friends to school. They take advantage of sounds in the environment, encouraging children to identify a helicopter in the sky or a police car by its siren. The childminder and assistant join in with children's laughter when splashing in puddles. Younger children excitedly call out 'again' or 'more' as they run, jump or spin through the puddles with them. n The childminder is completely dedicated and devoted to her role and

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need to do better?

8 November 2022 responsibilities. She and her assistant review their activities, resources, and practice regularly. They check that they are offering children a variety of opportunities and activities. The childminder and her assistant keep all mandatory training up to date. However, they recognise that they do not maximise other professional development opportunities available. They understand that they should be building on their knowledge and taking their teaching skills to an even higher level. n The childminder has strong links with other early years settings the children attend, as well as local schools they move on to. They exchange information in a timely manner, supporting continuity of children's development. n The childminder and assistant know the children well and monitor their progress. They use their knowledge of what the children know and can do to support their planning. However, they do not consistently extend children's learning in a way

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need to do better?

that challenges individual children. For example, during adult-directed play, the intention of what they want children to learn is the same for all children. This means that they do not focus activities sharply enough on what specific children need to learn next. n Partnership with parents is strong. Parents express how settled their children are. The childminder works closely with them and provides daily updates about their learning. They share how knowledgeable the childminder is. They value her advice, such as sharing ideas for toilet training. They feel their children are safe and happy and have lots of fun with the activities provided.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant keep children safe and promote their welfare. They have a good understanding of the procedures to follow should they have any concerns. They are alert to behaviours that may indicate a child or family may be at risk of harm. This includes exposure to extreme views, online safety and domestic abuse. The childminder knows the procedure to follow if there is an allegation made against herself, her assistant, or a member of her household. The childminder regularly assesses her home for potential risks to ensure it is safe and secure for children. She supervises children well, including when they are eating and sleeping.

p.3

should:

n build on opportunities for professional development to support knowledge and skills that will enrich the quality of teaching n refine the planning for children's learning, so that activities focus sharply on what children need to learn next.

p.3

Setting details

Unique reference number EY464170 Local authority South Gloucestershire Inspection number 10236212 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 11 Date of previous inspection 17 January 2017

p.4

Information about this early years setting

The childminder registered in 2013. She lives in Hanham, Bristol. The childminder is available to provide care between 7.30am and 5.30pm, from Monday to Friday, during school term time. She holds an early years qualification at level 3. She works with an assistant who holds an early years qualification at level 2.

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 provision. n The inspector viewed the childminding provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about how her provision is planned and how the curriculum is implemented. n The inspector and the childminder carried out a joint observation of children during a planned activity and discussed the impact on their development. n The inspector reviewed parents' feedback and took their views into account. n The inspector observed the children, the childminder and assistant and spoke with them at appropriate times during the inspection. n The inspector held several discussions with the childminder and assistant about children's achievements and looked at relevant documents, including evidence of

p.5

Inspection activities

the suitability of persons living in the household and assistant.

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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

8 November 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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