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 are very relaxed and happy in this cosy home-from-home environment. They have an extremely close bond with the childminder, who is very kind and nurturing, so children feel emotionally secure.

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The provision is good

Children concentrate well and quickly become absorbed in their chosen tasks. For example, children enjoy the sensation of feeling a vibrating light-up toy as they hold it up to their cheeks. Children spend time carefully arranging cars in a line. They build towers with colourful cylinders and carefully select and balance smaller bricks on the top. They play with dolls gently and pretend they are rocking them to sleep. They draw pictures and proudly show them to the childminder.

p.2

The provision is good

Children behave well and are kind to each other. They are familiar with the routines and expectations. For example, they know they need to wash their hands before snack and lunch.

p.2

The provision is good

The childminder is aware of the scope of the curriculum and what she wants children to learn. She organises the day to reflect the interests of the children attending. She rotates resources and introduces a wide range of activities to ensure that children experience different types of play and opportunities to learn and explore. The childminder puts a particularly high emphasis on language development. She speaks clearly and introduces new words for children to learn in meaningful situations.

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need to do better?

n The childminder knows the children very well and can interpret and recognise their individual needs, especially children who are only just learning to speak and those who are learning other languages. For example, she knows that toddlers indicate their desire to go for a walk when they collect their boots and show them to her. n The childminder uses her observations and assessments to keep track of children's progress. She is less skilful, however, at fully supporting children who learn in different ways. n The childminder sometimes interrupts children and does not always recognise when they, especially children with special educational needs and/or disabilities (SEND), need more time to finish an activity or explore their ideas further. However, she is mindful when toddlers lose focus. For example, when they show disinterest in a story, she quickly suggests another activity to capture their attention.

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need to do better?

n The childminder ensures that children have access to outside play every day. She takes them for walks to open grassy areas or a local park where they can

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need to do better?

20 February 2023 use climbing equipment and slides and run about safely. Children love to make collections of leaves, cones and daisies to examine, and they sometimes use these in their craftwork. Children learn about seasonal changes and listen and look at birds and trees. n The childminder regularly engages with professionals from outside agencies, other settings and parents to share relevant information in order to support children with SEND effectively. When children attend more than one setting, she has weekly contact to ensure that observations and assessments are shared. This helps children to make progress and means children's experiences and interests inform next step planning more effectively. n Parents speak highly of the childminder's understanding and valuable communication. They say they have complete trust that their children are safe and secure in her care. They are extremely happy with the progress their

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need to do better?

children make and the skills they learn. Parents report that there is always a positive and happy atmosphere and their children grow in confidence. n The childminder has an excellent relationship with the local school and appreciates the skills children need to prepare them for the next stage in their learning. For example, the childminder knows the importance of helping children to develop good listening skills and the ability to share and to have a range of independence skills and confidence before they start school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is knowledgeable about the signs and symptoms of different kinds of abuse and neglect. She understands when concerns might need to be referred and who to contact, including if allegations are made against herself. The childminder is aware of the 'Prevent' duty and risks of radicalisation. She keeps good records of accidents and any pre-existing injuries. The childminder regularly practises an evacuation procedure. She has boundaries and routines within the home that keep children safe.

p.3

should:

n identify when children need more time to fully explore a chosen activity so that their thinking and ideas are not interrupted n develop knowledge and skills through professional development opportunities to support children who learn in different ways even further.

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Setting details

Unique reference number EY364544 Local authority South Gloucestershire Inspection number 10265087 Type of provision Childminder

p.4

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 14 Date of previous inspection 24 May 2017

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Information about this early years setting

The childminder registered in 2008. She lives in Stoke Gifford, Bristol. She offers care from 6.45am to 6pm, from Monday to Friday, all year round. The childminder holds a relevant childcare qualification at level 3. 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 childminder. n The inspector and childminder discussed how the curriculum is implemented and the impact that this has on children's learning. n The inspector observed interactions between the childminder and the children. n The inspector looked at appropriate documentation. n The inspector took into account the views of parents through written feedback.

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Inspection activities

20 February 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

20 February 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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