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 Good

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The provision is good

Children are secure and happy. They feel safe as the childminder is calm and nurturing. Babies snuggle into her lap as they have their milk, while toddlers explore shakers and instruments nearby, comforted by her proximity. Children make good progress across all areas of the curriculum. The childminder ensures she knows each child well. She plans and provides a broad range of activities to help them learn. For example, toddlers are learning to walk. The childminder encourages them with praise. She provides furniture at their height, so they can cruise along. Older children explore play dough and make shapes with cutters. They try to copy the rolling action the childminder models for them.

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The provision is good

Children behave well as the childminder has clear expectations. She has established a routine that helps children learn to be independent, such as putting their own shoes on to go outside. They know what to expect as she is consistent with her boundaries. Children become confident as the childminder praises positive behaviour. Children focus for long periods of time on activities. For example, the childminder shares stories with them. Toddlers babble and point to pictures. Babies reach out and explore the texture of the pages. They listen intently to the new words they hear.

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need to do better?

n The childminder takes time to develop professional and caring partnerships with parents. Parents really appreciate the support and advice the childminder offers them. The childminder uses a variety of means to communicate with them. She shares each child's day and the activities they have taken part in. She lets parents know how their children are developing and what they have enjoyed playing with. n The childminder offers parents several settling-in visits for their children before they start. She takes lots of information from the parents to ensure she can knowledgeably meet the care needs of each child. This helps children settle quickly and feel secure and calm. The childminder follows their routine from home, such as bottle feeds and nap times. This helps babies and toddlers to feel content and trust her. n Older children are beginning to recognise letters from their names and familiar numbers. The childminder takes the children on environmental walks to find

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need to do better?

these letters and numbers on road signs and number plates. Children practise making marks through a variety of tools. They use sticks in the woods to make marks in the mud. They practise forming letters with their fingers while exploring with sand. The childminder helps toddlers learn the names of shapes. She models the words as the babies post shapes in the shape sorter. n Children make good progress as the childminder observes and assesses each

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need to do better?

9 January 2023 child regularly. She plans activities to meet their interests and helps them learn new things. For example, children visit a local pond. They watch frog spawn change and grow into frogs. However, sometimes, the childminder does not clearly identify detailed next steps for children. This means children are not supported to progress as well as they could. For example, offering tummy time to develop core body muscles to support babies who are learning to crawl and sit. n Children develop a good understanding of healthy lifestyles. The childminder works closely with parents to provide children with a healthy variety of meals and snacks. She promotes physical exercise through regular trips to local woods and parks. Children learn to negotiate space, climb, crawl, build dens and slide. Children take part in activities that promote tooth brushing. n The childminder works closely with another childminder. They help each other

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need to do better?

develop and reflect on their practice. They share ideas to improve outcomes for children. They access a children's centre for all the children to play and learn together. They also take the children on outings together. This allows the children to socialise with more children. The childminder attends regular online training to develop her practice. She recently attended a communication course. She uses knowledge from this course to support younger children develop their speech.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to ensure her knowledge of how to safeguard children is robust. She can confidently identify all categories and potential signs of abuse. The childminder knows when and how to refer any concerns should they arise. She has a safer internet use policy in place, and she helps children to understand how to use the internet safely. She carries out effective risk assessments in her home and of places she visits with the children. These help her to swiftly reduce the risk of hazards for children. She ensures they are kept safe. The childminder records accidents accurately and in a timely way.

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should:

n identify clearly the next steps for each child so planning precisely supports each child's learning needs and further builds on what they can do.

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Setting details

Unique reference number EY474414 Local authority Gloucestershire Inspection number 10236328 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 6 Number of children on roll 9 Date of previous inspection 22 February 2017

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Information about this early years setting

The childminder registered in 2014 and lives in Gloucester. She offers care and education from 8.30am to 5pm, Monday to Thursday, all year round. The childminder receives government funding for two-, three- and four-year-old children. She holds a relevant early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received 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 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. n The inspector observed interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

9 January 2023 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

9 January 2023 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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