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 have fun exploring the activities set out by the childminder. Younger children watch with fascination as they throw coloured pom-poms in the air. They laugh as they try to find where they have fallen. Other children explore the cut flowers and talk with the childminder about the different colours they can see.

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The provision is good

Children use their imagination as they play with toy figures. They put them into different toy vehicles and pretend to 'drive' them across the floor. The childminder offers suggestions and talks with the children as they play. She encourages children to copy words and extends their vocabulary by telling them new words. Younger children recognise familiar objects, such as the pretend mobile phone. They show that they understand what to do as they hold it to their ear and babble into it.

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The provision is good

The childminder knows the children well. She uses what she knows about their interests to help her plan for children's learning and development. She regularly shares information with parents through discussions at drop off and collection and through an online app during the day. Parents comment that their children enjoy their time with the childminder, and they love being here.

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need to do better?

n The childminder watches the children carefully as they play and learn. She makes accurate assessments about what she sees them doing to help her plan for what they need to learn next. She uses a mixture of planned group activities and letting children choose what they want to do. Children gain confidence in making decisions and develop well. n Younger children choose to play with the toy vehicles. The childminder supports their developing language and communication. As children hold out the different vehicles to her, she tells them what they are, encouraging them to repeat the words after her. If they bring her two of the same type of vehicle, she adds descriptions, such as the colours, and helps children recognise the differences. These interactions help the children stay focused and learning for quality periods of time. n Older children build with the coloured blocks. They carefully select which blocks

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need to do better?

they want, to make sure the tower does not fall as they add to it. The childminder encourages children to name the different colours, offering praise when they get it correct. She also encourages their mathematical skills. She talks with children about the size and shape of the blocks and the height of the tower. She encourages them to count how many blocks they have used. She sensitively corrects children when they count 'one, two, seven', helping them to recall that 'three' comes after 'two'.

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need to do better?

27 February 2023 n At group time, children eagerly explore the different items in the tray that the childminder has set up. Younger children are keen to experiment with the dough, pulling, stretching and rolling it. Older children mould the dough around the laminated letter shape that their name starts with. The childminder talks with the older children about what they are doing, extending their learning well. However, as she focuses on the older children, she misses that younger children have lost interest and moved away. n The childminder is a good role model for the children. She checks with children if it is alright for her to wipe their runny noses or change their nappies. She encourages children to listen and gives them clear messages for changes in the routine. For example, she warns children that they will need to put the toys away, so that when the time comes to do so, all the children readily help with

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need to do better?

this task. Children are eager to show that they know where the toys go and receive warm praise from the childminder for being 'helpful' and 'kind'. n The childminder reflects well on her practice. She seeks the views of parents to find out what they feel is working well or not so well. She continues her own professional development through training courses and personal research. She talks with the children to see what they enjoy and involves them in planning for their learning. The childminder values children's opinions and builds their self- esteem and confidence. Children make good progress in their development and are well prepared for their future learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the potential signs and symptoms for child protection. She knows how and when to act to safeguard the welfare of children. The childminder carries out risk assessments on the play spaces that children use. She teaches children how to stay safe when out and about. They learn to hold on to the buggy and stop and listen at roads to make sure it is safe to cross. The childminder talks with parents about online safety and has safety protocols in place to ensure that she and the children are safe when using technology.

p.3

should:

n improve the way activities are presented to and adapted for younger children to build better on what they know and can do.

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Setting details

Unique reference number EY488473 Local authority Gloucestershire Inspection number 10264290 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 5 Date of previous inspection 9 June 2017

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Information about this early years setting

The childminder registered in April 2015. She lives in Walton Cardiff, Tewkesbury. The childminder offers care from 7.30am to 6pm, Monday to Friday, all year round.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has 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

27 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

27 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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