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 Not applicable

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The provision is good

The childminder offers a well-designed curriculum that focuses on children's interests and the changing seasons. For example, following children's curiosity about butterflies in the garden, they visit a butterfly farm. Children recall the trip and talk about how an egg becomes a caterpillar, then a chrysalis and finally a butterfly. They remember seeing the tips of a butterfly's wing 'peeking out' of the cocoon before it emerged. The childminder skilfully weaves their newfound knowledge into all areas of her curriculum. Children sing a little counting song about butterflies in the garden, pretending to flutter about during the chorus. They place plastic butterflies beneath numbered stones and count them onto a large felt flower. They learn how numbers relate to objects and begin to match quantity to numeral. The childminder teaches mathematics exceptionally well. She is ambitious in what she wants children to learn.

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The provision is good

Children make close, secure attachments within a loving, home-from-home environment. The childminder recognises the importance of children feeling safe and secure. She ensures that children's well-being is at the heart of her practice, building on their emotional security. She recognises that children need to feel emotionally ready before moving on to the next stage of learning.

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need to do better?

n The childminder uses praise effectively to motivate children with their self-help skills. For example, when undoing straps on shoes and pushing the heel into the shoe to get it on. Children persevere, with support from the childminder, until they have completed the task. Children beam with pride when they do it by themselves. Children learn to be independent and to keep trying. n The childminder has a clear understanding of what she wants children to learn and how she will do this. The broad curriculum is well-sequenced and prepares children for the next stage in their learning. The childminder can identify children's interests and uses these to build on what they already know. n Children make good progress with speech and language. The childminder encourages the children to respond to what they see and hear in the environment. For example, noticing what is flying in the sky overhead. The childminder explains what a 'microlight' is, putting the word into context to make

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need to do better?

meaning clear. Children repeat the unfamiliar word and point to the sky, watching as it flies away. n Children enjoy the stimulating activities on offer. However, on occasion, the childminder redirects children's play too quickly and interrupts what they are doing. This means children are not always given enough time to process their own thoughts and explore and develop their own ideas. n Children learn about their community through visits to local areas of interest.

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need to do better?

10 August 2023 The childminder takes children to local groups to meet new people and offer them new experiences. Children attend weekly storytelling sessions. They learn about different cultures and build on their love of stories, books, song and rhyme. n The childminder is highly respectful of children's views. She encourages children to remember to say 'Please' and 'Thank you' and be kind to one another. On occasion, the childminder misses opportunities to help children give name to their feelings and emotions during minor conflicts and develop empathy for one other. n Parents are highly complementary about the care and education their children receive. They comment that the activities broaden children's learning. Children eagerly share their learning at home. Parents comment on the progress they have made. The childminder works hard to gather parent's views. She uses the information to reflect on her practice and drive her setting forward.

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need to do better?

n Children learn how to keep themselves healthy. They enjoy a wide range of physical activities and daily fresh air. For example, they crawl through tunnels and navigate different obstacles in the garden. During mealtimes the childminder talks about healthy food and nutrition with children.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is clear about her responsibilities to safeguard children. She has a good understanding of the signs and symptoms of abuse. She can share what steps she would take, when given a range of scenarios, to ensure that children are safe from potential harm. She ensures that her training is regularly updated and in line with local safeguarding procedures. The childminder provides a safe environment. Children learn how to keep themselves safe. For example, during outings the childminder teaches children the importance of road safety.

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should:

n adapt teaching to enable children to direct their own play and develop ideas for themselves further n support children to learn the language they need to express their feelings and emotions and to understand how their actions impact on others.

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Setting details

Unique reference number 2599846 Local authority Gloucestershire Inspection number 10263456 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in October 2020. She operates under the name Puddle Ducks Childminding. The childminder lives in Cirencester. She operates from 8am to 4.45pm Monday, Tuesday, and Thursday for 46 weeks of the year. The childminder is a qualified teacher.

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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 has taken that into account in their evaluation of the setting. n The 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 inspector and childminder carried out a joint observation of an activity outside. 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 letters of support, examined parental feedback and questionnaires during the inspection and took account of parents views.

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Inspection activities

10 August 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 August 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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