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 learn about the natural world through rich experience and well-planned activities. The childminder shares her love of the outdoors with children and captures their attention by following their interests. For example, children recall previous learning where they dug up potatoes and found worms. Children, the childminder, and her co-childminder go for a walk in the locality to find natural items to make a wormery. They look through the long grass to find leaves of different shapes and sizes. Children comment on what they see, what is similar and what is different. They gather the leaves and sticks, place them in paper bags and take them back to the house. During the walk, children listen to the adults, hold each other's hands, and behave very well.

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The provision is good

Children's well-being is at the heart of the childminder's curriculum. She has formed secure attachments with the children in her care. This supports children's emotional security. For example, younger children reach out for cuddles and snuggle in for a story. Children happily separate from parents at the start of their day. The childminder recognises the importance of children feeling safe and secure. She provides each child with a bespoke settling-in experience to ensure this.

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need to do better?

n Children with special educational needs and/or disabilities (SEND) make good progress. The childminder is highly respectful of parents' wishes. She regularly consults with them to ensure children receive early help. The childminder helps children who have a delay in communication with their emerging language. However, children would benefit from a consistent approach to developing communication to the highest level. n Children develop good independence skills. From a young age, they have opportunities to do things for themselves. For example, they have the opportunity to put on boots and coats and fasten up zips before going outside. Children have well-developed self-help skills and a good understanding of healthy practices. They open packets and boxes during lunch and remember to wash hands before eating. n Children enjoy books and story time. For example, the childminder reads children a story during snack time. They look at the pictures, comment on

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need to do better?

characters and repeat well-known refrains. However, children can become distracted during the story. They open food containers, eat fruit, and try to follow the story at the same time. This means children's experience and engagement during stories is not as rich as it could be. n Children behave well at this setting. The childminder has high expectations for children's behaviour. She models respect and politeness in a consistent manner, such as always saying please and thank you. Children are kind to each other.

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need to do better?

10 May 2023 n The childminder builds successful relationships with parents. She gathers useful information when children start. She establishes what children know and can do from the outset. Regular feedback ensures that parents know what children are learning and what they need to learn next. Parents comment on how happy they are with the care and education their children receive. n The childminder ensures that the curriculum is well planned. She reflects on children's learning experiences. This is to ensure that children make good progress. The childminder drives her practice forward. The childminder and co- childminder work exceptionally well together. They draw on each other's strengths to benefit children's learning. n As children play and engage in conversation with adults, they hear a rich and varied vocabulary. They enjoy well-known nursery rhymes and action songs to encourage language development. The childminder models simple words to

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need to do better?

younger children and gives them time to process and respond. n Children enjoy a wide variety of trips and outings in their local area. For example, when the local farmer cuts his wheat, the children become interested in what is happening. The childminder teaches the children the process of making bread from field to table. Children learn about the similarities and differences that exist between them. For example, they explore local and worldwide cultural events and festivities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an excellent understanding of the signs and symptoms that may indicate a child is at risk of abuse. When given a wide range of scenarios, the childminder can demonstrate how she would respond to ensure the safety of children in her care. She is clear about how she would manage any allegation against herself, her co-childminder or a member of her household. She ensures that her home is free of any potential hazard through regular checks. The childminder updates her safeguarding training regularly. For example, she completes online training on 'Prevent duty' and can explain how she would use this in practice.

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should:

n enhance the strategies in place for children with language delay, to develop their emerging communication skills further n review the routine of the day to allow children time to eat and time to fully engage in story time, to maximise their learning to the highest level.

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Setting details

Unique reference number EY494447 Local authority Gloucestershire Inspection number 10285599 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 4 Date of previous inspection 11 October 2017

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Information about this early years setting

The childminder registered in 2015. She lives in Brockworth, near Gloucester. She offers care and education from 8am to 5.30pm, Monday to Thursday, and 9am until 3pm on a Friday, throughout the year. The childminder is a qualified primary school teacher. She works regularly with another co-childminder.

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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 co-childminder and has taken that into account in their evaluation of the provision. n The childminder, co-childminder and inspector completed a learning walk together. They shared with the inspector what she wants children to learn and how she will do this. n The childminder and inspector carried out a joint observation of a child at play. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector read correspondence from parents during the inspection and took account of their views.

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Inspection activities

10 May 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

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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