Childminder in South 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 enjoy attending this welcoming and inclusive childminding setting. The childminder plans an ambitious curriculum while considering children's individual learning needs, interests and stages of development. As a result, children make good progress in their learning from their starting points. For instance, young children learn to become confident communicators. They engage in conversations throughout the day with one another and adults. They are developing the essential skills needed for the next stage of their learning.

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The provision is good

Children have good opportunities to develop their early speech and language skills. They engage in mark-making activities and attentively listen to favourite stories, such as 'Dear Zoo'. The childminder organises outings, so that children learn to appreciate other communities and to explore nature, such as visits to farms, woodlands, and beaches. The childminder is a member of a national scheme and often takes children to visit heritage parks, historic buildings and attractions to widen their cultural experiences. This helps children to learn about other people and places beyond their immediate communities, thus increasing their awareness of diversity.

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The provision is good

During the COVID-19 pandemic, the childminder had to temporarily close her setting to reduce the spread of infection. However, she continued to maintain regular contact with children and their families. The childminder communicated via social media and shared online videos of herself reading children's favourite stories. This helped to promote children's emotional well-being as well as support their learning at home.

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need to do better?

n The childminder has a clear vision of what she wants children to learn. She knows how to build on what children already know and can do. She makes effective use of her assessments of what children can do and plans activities to extend these further. For example, when she identified a child was beginning to show signs of early walking, she worked with parents to agree next steps. n The childminder plans her curriculum well and provides challenging learning experiences. She carefully considers children's interests and offers a range of age-appropriate resources and activities. However, the childminder does not always consider how to make the best use of available resources and items when organising the learning environment. This results in some children losing focus and limits the space available for younger children to practise their walking skills. n Children build secure bonds with the childminder and are respectful towards

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need to do better?

adults. The childminder uses suitable behaviour strategies to help children to

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need to do better?

19 January 2023 manage their feelings and learn to show empathy, such as colour emotion cards and distraction techniques. n Children are learning to be independent in doing things for themselves. For example, they wash their hands before mealtimes, cut their own fruit for snack and enjoy helping other children to find their water bottle. The childminder promotes good hygiene practice and often reminds children about the benefits of cleaning their hands. For instance, she sings a number song about handwashing while demonstrating to the children how to rub their hands to remove the germs. n The childminder promotes children's good health and physical well-being. She reminds children about regular toothbrushing and talks about the importance of regular visits to the dentist. Children bring in healthy packed lunches from home and the childminder works with parents to support individual children to develop

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need to do better?

good eating habits. n The childminder is ambitious and values the importance of professional development. She reflects on the quality of her provision and seeks opportunities to improve. For example, she regularly attends childminder network meetings to share ideas and identifies suitable training to improve her knowledge even further. n The childminder has established effective partnerships with parents. They are highly complimentary about the care their children receive, particularly following lockdown, to help children build their language and social skills. Parents state that the childminder is 'very kind and caring' and offers a 'fun and loving home environment'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of her role to safeguard children. She is knowledgeable about the signs of abuse and neglect, and the procedures for reporting these to the relevant authorities. The childminder is secure in the procedures for reporting allegations made against her or a household member. She undertakes regular safeguarding training to broaden her knowledge, such as the signs relating to the 'Prevent' duty. The childminder undertakes regular risk assessments to identify and remove any hazards to keep children safe from harm.

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should:

n review the organisation of the learning environment to help children remain more focused and to increase space for younger children to strengthen their walking skills.

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Setting details

Unique reference number EY428774 Local authority South Gloucestershire Inspection number 10264402 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 10 Date of previous inspection 14 June 2017

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Information about this early years setting

The childminder registered in 2011 and lives in Kingswood, Bristol. She operates all year round Tuesday to Friday from 7.30am to 5.30pm. The childminder receives funding to provide free early education for children aged three and four years.

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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 provider. n The inspector took account of the views of parents through written feedback. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector observed the quality of education being provided, indoors and outdoors, and discussed the impact that this was having on children's learning. n The inspector discussed a particular activity with the childminder. n The inspector looked at relevant documentation.

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Inspection activities

19 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

19 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

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