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 Not applicable

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The provision is good

The childminder has established warm, respectful relationships with the children. They often choose to play close to her and sit on her lap for comfort and snuggles. The childminder is a good role model. She helps children to manage their feelings and behaviour well. For example, a child says, 'I am happy', then places a smiley face on a board at the beginning of the day. The childminder uses positive praise and recognises children's achievements. This helps children to develop emotional well-being and helps them to feel safe and secure.

p.2

The provision is good

The childminder supports children's early literacy well. She is ambitious in what she wants them to learn. Children have plenty of opportunities to develop their understanding of letters and sounds. For example, during a sorting and matching game in a ball pit, the childminder hides different letters inside. Children find the letter and match it with the same letter on a card. The childminder adapts this game well for younger children. They are encouraged to find a coloured ball. When they do this well, she then extends the activity to focus on emerging mathematical skills, asking, 'can you pass me two blue balls, please?' The childminder builds on what children know and uses this information to plan what they need to learn.

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need to do better?

n The childminder keeps parents well informed about their children's progress. Parents speak highly about the care and education their children receive. Parents comment that the childminder maintains good partnerships with other settings that children attend. She ensures a good exchange of information to ensure a consistent approach to children's care, learning and development. n The childminder uses her observations effectively to identify children's next steps. Children make good progress from their starting points. Children gain the skills they need to prepare them well for their future learning and eventual move on to school. n The childminder has high expectations of what she wants the children to achieve. Children enjoy a language-rich environment. The childminder plays alongside children and comments on what they are doing. However, on occasion, the childminder directs children's play away from what they are doing

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need to do better?

by asking too many questions. This means children do not always have time to become immersed in play and explore their own ideas. n Children develop a good understanding of how to be healthy. The childminder provides a healthy and balanced snack. Children sing 'wash, wash, wash' as they clean their hands before they eat. The childminder promotes oral health in a variety of ways. For example, children play a game that involves brushing pretend teeth. They brush the teeth, pretending they need a 'good clean because they are dirty'.

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need to do better?

10 November 2022 n The childminder offers a broad range of activities and resources for children. She plans activities that are often based on children's interests. However, the childminder does not always provide children with opportunities to make their own choices in play and support children's creativity as well as she could. n Children behave very well. The childminder has clear expectations for children's behaviour. For example, they listen to her instructions to keep themselves safe while on a walk. While walking through the churchyard they point out the clock, the tower and the flowers. As they leave the churchyard, they close the gate and say 'thank you' to each other as they go through. n The childminder supports children's self-help skills very well. For example, they chop their own fruit at snack time and pour their own drinks. Children help to put on their own shoes and coats when going outside. This supports their

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need to do better?

developing independence skills and confidence. n The childminder regularly reflects on and evaluates her practice. She can recognise her strengths and areas for development. The childminder works hard to identify her own training needs and completes regular online training. She is passionate about what she wants to provide for children and has set herself an ambitious action plan.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular safeguarding training. She has developed her knowledge of a wide range of safeguarding matters. For example, what she must do if she suspects a child or family member is at risk of radicalisation. She can answer questions on a range of safeguarding scenarios. This demonstrates her understanding of what to do, what to report and when. She can recognise the signs that may indicate a child is at risk of harm and take the appropriate steps to reduce the risk to children. The childminder knows who to contact and what to do should an allegation be made against her or a member of her household.

p.3

should:

n provide more opportunities for children to make choices in their play, to promote their independence and creativity in learning n make the most of all opportunities to help children develop confidence and to extend their range of vocabulary by giving them enough time to process and repeat what they hear.

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Setting details

Unique reference number 2552924 Local authority Gloucestershire Inspection number 10232050 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in Bishop's Cleeve, Gloucestershire. She operates all year round, from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 childminder and inspector completed a learning walk together. The childminder shared with the inspector what she wants children to learn and how she will do this. n The childminder and inspector carried out a joint observation of a child at play. 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 read correspondence from parents during the inspection and took account of their views.

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Inspection activities

10 November 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

10 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

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

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