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 display close relationships with the kind and thoughtful childminder, who knows them well. They clearly enjoy the time they spend with her. Children respond well to the language-rich environment that the childminder creates. They have a good vocabulary. Children use single words to name different sea creatures, such as 'lionfish'. Children make links in their learning and spontaneously burst into song during activities. For example, when discussing a starfish, children begin to sing 'Twinkle, Twinkle Little Star'.

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The provision is good

Children display a love of stories and books. They enjoy looking at books independently and sit comfortably to listen to stories read aloud by the childminder. Children show an early awareness of numbers and size. The childminder encourages them to count the number of ducks in a book. Children use mathematical language, such as 'big' and 'small', to describe pom-poms. Children group the pom-poms into different colours. They recognise colours and match the colour of the pom-poms to other objects in the environment. Children are supported to develop an awareness of the importance of healthy practices. They learn to wash their hands before mealtimes. Children demonstrate good manners when sitting at the table.

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need to do better?

n Children have sole use of a cabin in the childminder's garden. The childminder plans this environment thoughtfully and has recently introduced a theme-based curriculum. She considers children's interests and stage of development when choosing themes and plans activities to fill gaps in their knowledge and skills. Children make good progress. n Good settling-in procedures ensure that children are prepared for the move from home to the childminder's care. The childminder tailors these sessions to children's individual needs. When children first begin to attend, parents are invited to stay and gradually build up the amount of time they leave their children. This supports children's emotional well-being effectively. n The childminder regularly assesses children's learning and development. She swiftly identifies the areas which children need further support with. The childminder plans play activities to help them succeed. For example, to develop

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need to do better?

children's strength in their hands, in readiness for early writing, the childminder encourages children to use chunky pegs to pick up pom-poms. n The childminder supports children's good behaviour. She encourages them to play cooperatively together and learn to share and take turns with the toys. However, she is yet to consistently introduce children to the language of emotions, to help raise awareness of their feelings and those of others. n The childminder works closely with parents and shares information with them

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need to do better?

7 March 2023 about children's learning and development. She seeks their views on the quality of the education she provides and encourages them to share their ideas regarding what they would like their children to learn during their time with her. The childminder introduces activities to support parents to share information about children's experiences at home. For example, children have opportunities to take home 'Barnaby bear' for the weekend. The childminder asks parents to complete a diary to enable children to share their experiences during their time at home together. n Children are encouraged to develop their independence from a young age. At snack time, they learn to pour their own drinks and serve food for themselves. The childminder teaches children to use a knife safely. Children cut bananas into slices. However, on occasions, the childminder is too quick to intervene and completes tasks for the children that they could have a go at themselves. For

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need to do better?

example, the childminder takes children's shoes off after outdoor play and gets a tissue and wipes their nose. n The childminder supports children's understanding of diversity and what makes them unique. She gathers information on induction about each family, their culture and traditions. The childminder makes sure that these are discussed and celebrated in the setting. n The childminder is committed to continuously improving her practice. She gathers information from early years forums and considers the views of local authority advisers, parents and her co-childminder when making changes to practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her responsibility to keep children safe from harm. She carries out risk assessments on all areas of the premises and before taking the children on outings into the community. The childminder promotes children's awareness of their own safety. For example, she reminds children that they need to sit properly on the chair and explains the reasons why. The childminder has a good understanding of the signs and symptoms of abuse. She knows the procedures to follow to report concerns to the appropriate agencies to protect children's welfare.

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should:

n provide even more opportunities for children to develop their independence skills, to fully prepare them for future learning n support children to learn further about the language of emotions, to help them to express themselves and manage their feelings.

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Setting details

Unique reference number EY402528 Local authority Gloucestershire Inspection number 10276485 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 12 Date of previous inspection 18 July 2017

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Information about this early years setting

The childminder registered in 2009 and lives in Tewkesbury, Gloucestershire. She works with another childminder, and they are registered to provide care from each other's homes. The childminder operates all year round from 7.30am to 5pm, Monday to Friday. She has an early years years qualification at level 3.

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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 her evaluation of the setting. n The inspector had a tour of the premises with the childminder. The childminder discussed her intentions for children's learning and the curriculum she offers. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector carried out a joint observation. n The inspector sampled a range of documentation, including evidence of the childminder's suitability. n The inspector considered the views of parents from written testimonials.

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Inspection activities

7 March 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

7 March 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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