Childminder EY347827

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 happily arrive at this warm and friendly childminder's setting and show that they feel safe and secure. They ask the childminder for help if they need it and younger children will snuggle in for a cuddle if they need reassurance. The childminder is gentle and playful but has high expectations of children's behaviour. Children respond well to her praise and she encourages children to make relationships through positive learning experiences. For example, children play and stay engaged in learning activities for long periods of time showing their curiosity, persistence and enjoyment.

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The provision is good

The childminder plans a meaningful curriculum that builds on children's next steps and their understanding of the world. They go on daily excursions to local parks, museums, country parks and aquariums where they learn about different animals, cultures and local history. Children explore local woodland, practising their physical skills and using their imagination while playing, climbing, running and carrying out craft activities. Children talk knowledgeably about the environment and animals they have seen and learned about. Parents state that their children are happy and well cared for here. They say that children go on 'adventures' to many different places and they describe the setting as a 'magical oasis'.

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need to do better?

n The childminder provides a language-rich environment. The childminder and the children give stories and books a high priority. For example, the children choose which books they would like the childminder to share with them while they eat their healthy snack. They join in with familiar story language, anticipating what will happen next as she reads. The childminder uses puppets and soft toys to further support the youngest children to remain engaged. n The childminder skilfully interacts and discusses with children as they read and play. Children are confident to share their thinking and their ideas. For example, when children are exploring a cornflour and water mixture, she models descriptive words such as 'gooey', 'gloopy', 'soft' and 'sticky'. Children quickly pick up this language and use it in their play and pretend it is 'lovely gooey mud'. n Mathematics is woven through every aspect of children's day. The childminder

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need to do better?

often challenges children to count when reading stories, in their play and when talking at snack time. She uses resources with number labels for children to order and uses the language of shape when talking to them as they play. n The childminder teaches children's understanding of their own feelings and how to express themselves. For example, she introduces a story about how children feel when they start school, which they discuss. Children become deeply engaged in the story. They spend an extended period of time playing, exploring

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need to do better?

12 April 2023 resources and talking with each other and the childminder. The childminder adapts her teaching for the youngest children. She teaches the signs for different feelings to support non-verbal children to join in. n The childminder encourages children to wash their hands after using the toilet. However, the childminder does not consistently support children to build on their independence with regard to hygiene practices. For example, tissues are not readily available and children are not reminded to wipe their noses. n The childminder has a good understanding of children's achievements and their next steps. She seeks advice from other professionals and plans excursions and learning activities to meet children's needs. She has taught children who are moving on to school the appropriate skills they need to be successful in their next phase of education. She works with children with special educational needs

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need to do better?

and/or disabilities on their next steps in learning. They explore different sensory materials for increasing lengths of time to aid their concentration. The childminder evaluates her own provision by noting how all children are progressing. She has identified that working with young children with autism is an area for her development. She plans to improve her own skills and knowledge by attending courses and seeking advice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder provides a safe and secure setting and closely supervises children at all times. She is aware of possible signs that might indicate when a child is at risk of harm. The childminder knows local procedures and processes to follow if she has concerns and knows where to seek advice. The childminder has a good understanding on how to keep children safe online, which she shares with parents appropriately. The childminder has a clear understanding of the risks of radicalisation and how it might affect young children. Risk assessments are robust. Children have clear rules and boundaries when on their regular outings to keep themselves safe.

p.3

should:

n provide consistent opportunities for children to manage hygiene practices independently.

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Setting details

Unique reference number EY347827 Local authority South Gloucestershire Inspection number 10280622 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 3 Date of previous inspection 31 August 2017

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Information about this early years setting

The childminder registered in 2007. She lives in Rudgeway, Bristol. The childminder operates Monday to Friday from 7am to 6pm, all year round, except for family holidays. She holds an appropriate childcare qualification at level 3. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children.

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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 showed the inspector the premises and discussed how they ensure these are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

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

12 April 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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