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 Good

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The provision is good

Children arrive excited and happy to be at the childminder's home. The childminder provides a caring and warm environment for the children. This has helped form a strong relationship between the children and the childminder. The childminder has a good understanding of how children develop and learn. She focuses her broad curriculum on developing children's communication, social and physical skills. The childminder gathers detailed information about children and their families from the start. This includes their routines and development at home. She uses this, as well as her own assessments of children's learning, to plan for their next steps. All children are making good progress in their learning and development.

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The provision is good

Children's behaviour is good. Children play amicably together and know when to share and wait their turn from a young age. Children use ride-on toys in the garden, and like pushing each other in the play vehicles as they role play. The childminder is a positive role model. She speaks to the children with respect and values their ideas, which supports them to do the same to others. She praises children for being kind, helpful and using their 'soft hands', as they pass items to each other. This helps raise the children's self-esteem.

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need to do better?

n The childminder regularly engages with the children as they play and explore. She actively engages in conversations, asks questions and gives them time to respond. The childminder encourages younger children to join words together and learn new vocabulary. The childminder recognises if there are any delays in children's speech. She swiftly works with the parents and other agencies to support them through planned activities. n Children show delight as they explore the childminder's vast range of stimulating resources. They enjoy the childminder's company as she plays alongside them. However, sometimes the childminder steps in too soon to help children, or moves them on before allowing them time to finish what they are trying to do. When the children discovered that there were no coins to play with in the role- play till, they were not given the opportunity to think of what they could have used instead. At these times, children have slightly less opportunity to test out

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need to do better?

what they already know and come up with new ideas. n Children have good opportunities to develop their knowledge of mathematical learning. The childminder encourages children to recognise shapes as they are make marks. She encourages them to count their fingers while drawing around them, and to pick five daisies from her garden. The childminder uses words such as 'up' and 'down' to describe the actions they make as they play. This helps children to make progress in their mathematical development. n Children learn how to be independent. The childminder offers encouragement

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need to do better?

7 June 2023 and praise to help children overcome barriers, for example when they attempt to put their shoes on by themselves. The childminder is sensitive at nappy- changing times. She asks the children if she can change their nappy, and talks to them about what she is doing throughout the process. This supports the children's respect for themselves and others, and their body autonomy. n The reflective childminder regularly reviews her practice. She has a good understanding of her strengths and areas that she plans to enhance even further. She makes sure that all mandatory training is up to date. The childminder researches ways to further her understanding of child development. For example, she has recently learned some key signs to help children with speech delay, such as 'food', 'drink', and 'h' for help. She has access to a range of training opportunities. However, the childminder recognises that her

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need to do better?

professional training is not precisely focused enough to raise her practice and quality of teaching to the very highest level. n Partnership with parents is strong. Parents share that the childminder is like their 'fairy godmother' for the family. They report that the childminder gives them information about their children's development. They say this helps them extend children's learning at home, such as using the key signs to help communication.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding in how to keep children safe. She is aware of the signs and symptoms that may indicate a child is at risk of harm. The childminder knows the procedure to follow if she has any concerns about a child's welfare. She also knows what to do if there was an allegation made against herself or a member of her household. The childminder completes regular risk assessments. She ensures that the environment where children play and learn is safe and secure. She teaches children about risks and how to remain safe, such as asking dog owners if they can stroke their dog, discussing road safety and performing fire drills.

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should:

n make the most of the opportunities for children to find solutions to problems they encounter as they play n make full use of professional training opportunities to continually raise the already good quality of teaching to the very highest level.

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Setting details

Unique reference number EY493854 Local authority South Gloucestershire Inspection number 10291730 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 20 December 2017

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Information about this early years setting

The childminder registered in 2015 and is located in the Filton area of Bristol. The childminder provides care all year round, on Tuesday to Friday, from 7.30am until 6pm. The childminder holds an appropriate childcare qualification.

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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 with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the interactions between the childminder and the children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that it has on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 June 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

7 June 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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