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 develop a secure understanding of early mathematics. The childminder is skilful in supporting children's learning in this area. For example, children ink stamp onto paper and count how many stamps there are. If children make a mistake, the childminder uses the opportunity to teach children how to problem-solve for themselves. For example, she encourages children to wonder how they can reduce the number of ink stamps to match quantity and numeral. By working together, they circle the number of stamps they need and put a cross through those that they do not need. The childminder then extends learning further as they begin the early process of addition and subtraction. Children beam with pride when they match the numbers and solve their own problems. This helps children develop a positive attitude towards mathematics and problem-solving.

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The provision is good

Children enjoy lots of different activities that help them develop their physical skills. They have daily access to fresh air and exercise. For example, children climb up slides and pedal cars around the garden. They enjoy scooping, mixing, and pouring ingredients in the mud kitchen. They fill bowls with water and rose petals and carefully carry the liquid mixture in a jug. Children giggle as they pretend to serve the mixture to their friends.

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need to do better?

n Children make good progress in their communication and language. The childminder introduces new vocabulary during play. For example, while making a wormery, a child packs the pebbles in tightly. The childminder explains the worms may not get past the stones: 'It's a fortress like Buckingham palace; not everyone can get in'. The child responds and removes some stones. However, on occasions, the childminder asks younger children too many questions in quick succession. She does not always wait for younger children to reply and give them enough time to process their thoughts. n The childminder has a strong partnership with parents. Parents share that the adults are friendly and take the time to share children's learning and development. The childminder gathers useful information from parents when children start. This means she knows children well from the onset and can use this information to build on children's learning. The childminder and co-

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need to do better?

childminder regularly consult with parents. They use this information to evaluate the quality of their provision. n Children develop good independent skills. For example, children get their own coats and put on their boots when they go out for a walk. During mealtimes, children sit quietly and attend to their own needs. Children are polite and well mannered at the table. They remember to say please and thank you and pass items to their friends.

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need to do better?

10 May 2023 n Children have plenty of opportunities to meet new people and engage in different social situations. For example, attending open days at local primary schools. They often go on trips and walks around their locality. The childminder and co-childminder celebrate a wide range of different cultures and traditions. They ensure children learn about the diversity that exists in their local community and the world around them. n The childminder acts as a good role model and has high expectations for children's behaviour. She consistently praises children and offers encouragement. She ensures she gets down to children's eye level and encourages them to keep trying. When children do become frustrated, she responds warmly. However, the childminder has yet to provide the children with enough experiences to express how they are feeling and learn the language of emotions. n The childminder and co-childminder reflect on their provision continuously. They

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need to do better?

regularly exchange ideas and information. They often share current research on child development with each other. They are clear about what they want children to achieve before they move on to school. Once they have assessed children's starting points, they build on what children already know. They ensure that learning is secure before moving children on to the next stage of learning. Children make good progress in their learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of the signs and symptoms of abuse and what she should do if she has a concern. She is clear about her responsibilities to safeguard children. The childminder ensures her training, with local safeguarding partners, is regularly updated. She knows what to do should an allegation be made against her, a member of her household or her co-childminder. The childminder supports children to understand how they can keep themselves safe. For example, learning to dial 999 during role play.

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should:

n build on questioning techniques to ensure younger children are given enough time to think and respond n provide children with greater experiences to express how they are feeling and learn the language of emotions.

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Setting details

Unique reference number EY538867 Local authority Gloucestershire Inspection number 10287321 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 28 January 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Gloucester. The childminder operates all year round, on a Wednesday from 9am until 5pm and a Thursday from 8am until 4.30pm. The childminder accepts funding for three- and four-year-old children. The childminder is a qualified teacher and works with a 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. The childminder 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, outdoors, and assessed the impact this has on children's learning. n The inspector met with parents, read correspondence during the inspection and took account of parents 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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