Lawrence, Kelly Ann

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 happy and settled with the childminder and her assistant. All children, including those who are new to the setting, arrive enthusiastically. They choose what they want to play with, selecting activities from the wide range of easily accessible resources. Children have fun constructing a wooden train track, working together under the guidance of the childminder. The children develop good social skills. This is particularly evident when the children sit together for snack and mealtimes. They learn to share and take turns and to help one another. They follow instructions and learn good manners, saying 'please' and 'thank you', often without any prompts to do so. They show good listening skills and receive effective support to aid their language development. Children are physically able. They develop their agility using the play equipment in the garden and park and move with confidence around the play areas of the childminder's and assistant's home.

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The provision is good

They join in a planned play dough activity and show increasing control in moulding the dough. They use tools to roll the dough, cut shapes and learn to name the shapes. All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, make good progress from their individual starting points.

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need to do better?

n The childminder works well with her partner, who is her assistant. They ensure each child receives the attention they need and encourage their independence. The children receive lots of praise and encouragement from the childminder and her assistant. They foster children's self-esteem well, and children take great pride in their achievements. For example, they grin with delight when the childminder praises them for saying 'thank you'. n The childminder has a good knowledge of each child's needs and abilities. She uses this knowledge when suggesting activities they might like. The childminder knows that the children need support to develop their language skills. She and her assistant instinctively model the use of language and introduce new vocabulary. They use some sign language to help children to communicate. Additionally, they use music, songs, rhymes and stories to help children to improve their language skills.

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need to do better?

n Children with SEND and those in receipt of extra funding receive good support. The childminder gains support from outside professionals to help her develop individual plans for children. She embraces ideas of how to better support children who are not making the necessary progress to prepare them fully for school. She uses additional funding to purchase extra resources to enhance children's learning experiences. n The childminder and her assistant encourage children to develop independence skills from a young age. For example, the childminder helps a toddler learn to

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need to do better?

10 May 2023 take off their shoes, and the assistant shows others how to hold and cut with a knife. The children learn to cut their bananas safely. n The childminder plans art activities with an aim to encourage children to develop their imaginations and mark-making skills. However, these do not often engage children's interest and, as a result, children do not consistently gain good early writing skills to equip them in preparation for school. n The childminder and her assistant extend children's play experiences and understanding of the world through exploration of parks, local walks with the family dog and visits to the local airport, for example. n Children know to wash their hands and wipe their faces before and after meals, because the childminder and her assistant model good hygiene practice and implement hygiene routines that children become familiar with. n The childminder provides daily feedback to parents about their children's

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need to do better?

activities and care. Parents spoken to say their children are very happy in the childminder's and assistant's care, and they particularly praise the support that children who speak English as an additional language receive. Parents comment how they have seen an improvement in children's vocabulary. Online reviews from parents also praise the childminder's care and support of their families. n The childminder works well in partnership with the school where she collects children from. However, she has not established a good partnership with the pre-school setting attended by children whose care she shares. Therefore, she cannot be sure that the experiences she offers complement those that the children receive elsewhere to provide a consistent approach to their development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear about her responsibilities to safeguard children's well- being. The childminder and her assistant are confident about what they would do in the event of a concern about the welfare of a child in their care and who to report concerns to. They keep their safeguarding knowledge up to date through training and have documentation to refer to as needed. The childminder maintains a safe and secure environment and supervises children well.

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should:

n plan opportunities tailored around children's interests to encourage them to make marks to develop their early writing skills n improve the partnership with other settings that children attend to foster a two- way sharing of information to further support children's progress and ensure that the experiences offered complement those children receive elsewhere.

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Setting details

Unique reference number EY430284 Local authority Gloucestershire Inspection number 10285387 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 5 Number of children on roll 11 Date of previous inspection 4 October 2017

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Information about this early years setting

The childminder registered in 2011. She lives in Cheltenham, Gloucestershire and offers care all year round. Her core hours of work are Monday to Friday from 7am to 6pm. The childminder accepts funding for the provision of early education to children aged two, three and four years. She works with an assistant.

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Inspection activities

n This was the first routine inspection the provider has 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 inspector viewed the areas of the home used for childminding. n The inspector discussed the planned curriculum with the childminder and her assistant. She observed how they implement the educational programmes. n The inspector observed interactions between the childminder, assistant and children and spoke with them at appropriate times during the inspection. n The inspector observed and spoke to children as they engaged in their play and learning activities. n The inspector looked at evidence of suitability checks and first-aid training. The childminder discussed and shared the written plans that show how she supports children with SEND. n The inspector spoke to a parent and looked at online reviews from parents. She

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Inspection activities

took account of their views. n The childminder and her assistant told the inspector how they safeguard children's welfare.

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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

10 May 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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