Childminder in South 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 Outstanding

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The provision is good

The childminder has carefully considered how to support children's emotional well- being following the COVID-19 pandemic. Children form close bonds with the caring childminder. They are confident to explore the well-resourced environment independently, making choices about their play and leading their learning. Children quickly engage in self-chosen play. Young children persevere. They consider the best way to put the play food on their plate, reorganising until it all fits. Young children show interest in how the pretend eggs fit together. The childminder questions children well and waits for a response before repeating words accurately.

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The provision is good

Children benefit from the positive interactions from the childminder in both planned and self-chosen activities. When children show an interest in a shape book, the childminder adds shape cutters to the play dough to reinforce their learning. Older children name the shapes and make comparisons. Children learn to use one- handed tools, such as scissors. They manipulate the dough well, squashing, pulling and rolling, developing good strength in small hand muscles to support early writing skills.

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The provision is good

Children play nicely together as they explore the water. They are fascinated by the pipettes, squeezing them to refill and transport the water to different containers. Children predict how many will fill their teapot and recite the numbers with the childminder. The childminder managers any disputes sensitively when children struggle to share the resources, distracting them and offering alternatives.

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need to do better?

n The childminder provides children with a wide range of experiences that consider their interests and what they need to learn next. She uses her observations well to determine children's next steps in learning. She shares information with parents, other professionals and additional early years settings children attend, to enable continuity in developing children's skills. n There is good support for children with special educational needs and/or disabilities. The childminder builds on children's interests to help them make progress. For example, she supports children to build language skills in the pretend hair salon, using a range of visual reminders to reinforce vocabulary. The childminder constantly commentates and, when children struggle in their responses, provides them with choices to help build their confidence. n Children love books. Younger children choose favourite books, such as 'We're Going on a Bear Hunt', and read them to themselves, remembering the repeated

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need to do better?

phrases such as, 'swishy-swashy'. Older children copy the childminder's questioning style, such as 'What can you see in the car?' as they read stories to their dolls.

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need to do better?

23 May 2023 n Children sit attentively and listen to the expectations of a group 'bucket' activity. They understand that they do not touch the toys as the childminder demonstrates how they operate. Children enjoy the familiarity of the song and tap their legs to the rhythm. Following the 'bucket' activity, the childminder reads a story. Older children remain interested; however, younger children become distracted and lose focus, which interrupts older children's learning. n Older children love the responsibility of helping to lay and clean the table for snack. They count out the bowls, making sure that there is enough. Older children gain good independence. They use knives safely to prepare their fruit. However, the childminder does not always organise this time well enough to avoid younger children's frustrations, especially when they are hungry. n There are good partnerships with parents. The childminder gathers relevant

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need to do better?

information from parents when children start. This helps children settle quickly and the childminder can meet children's care needs successfully. The childminder seeks the views of parents regularly and adapts her practice promptly, such as to help children learn about wider communities and different cultures. n The childminder reflects on her practice well and uses her training to improve outcomes for children. For example, she has reviewed the learning environment and identified 'cold spots', where she has improved opportunities for children to develop their communication and language.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder uses her risk assessments well to provide children with a safe and secure environment in which to play. She helps children understand the importance of tidying away so that the floor does not get too cluttered. The childminder has robust procedures to ensure that known and authorised adults collect the children. She maintains an accurate record of children's attendance and understands the importance of following up on any absences to ensure children remain safe. The childminder updates her safeguarding knowledge regularly. She understands the possible indicators that a child is at risk of harm and the procedure to follow.

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should:

n review group activities to ensure that all children remain engaged and their learning redirected so there are limited disruptions n review organisation of snack time, so that young children do not wait for long periods before they eat to avoid frustrations.

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Setting details

Unique reference number EY428089 Local authority South Gloucestershire Inspection number 10264856 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 9 Date of previous inspection 28 June 2017

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Information about this early years setting

The childminder registered in 2011. She lives in the Kingswood area of South Gloucestershire. The childminder offers care for children Monday to Wednesday, from 7.30am to 5pm during term time. She holds a relevant childcare qualification at level 3. The childminder is in receipt of funding to provide free early education to children aged two, three and four years.

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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 setting. n The childminder talked to the inspector about her early years curriculum and what she wants her children to learn. n The inspector observed the childminder's interactions with children as they played. n The inspector considered the written views of parents and spoke to children during the inspection. n A sample of documentation was discussed and observed.

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Inspection activities

23 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

23 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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