Russell Angela Jean

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

p.1

The provision is good

Children relate well to the childminder and are settled and happy in her care. They show confidence to interact with unfamiliar people. Children learn to manage their emotions with the childminder's help. They learn to be kind to one another and to play cooperatively.

p.2

The provision is good

The childminder plans activities and experiences that take account of children's interests, while focused on what they need to learn next. The childminder recognises that the younger children have a short attention span. She instinctively offers suggestions of alternative activities when they lose interest. During the inspection, she encouraged the two- and three-year-old boys to use their imaginations when playing with superhero figures, remote control dragons and other small world toys. She encouraged them to show her how to create musical sounds, and make the dinosaurs roar. The children showed delight when they pressed buttons, manipulated switches and generated loud noises to scare the childminder.

p.2

The provision is good

The childminder plans many creative activities to help children develop their hand and wrist muscles in preparation for writing. The children show increasing control as they roll and mould play dough, and use pens and glue sticks. They are encouraged to explore different textures and to be creative by combining different materials. Older children like to help others during craft activities, offering creative ideas and assistance. Babies and children develop their independence. For example, they choose resources, learn to wash their hands, and put on their wellies and coats ready to go in the garden.

p.2

need to do better?

n The childminder tailors her curriculum to build on children's interests. She knows that many of the children learn better outdoors so plans regular opportunities for children to learn in the garden, develop their physical skills at the local park and explore in the nearby woods. Planned activities increase children's understanding of the world. For example, they learn about autumn and explore fallen leaves and environmental changes. n The childminder ensures each child receives the attention they need and encourages their independence. She gives lots of praise and encouragement, and encourages children to share and take turns, and redirects those who find this difficult to help them achieve. n The childminder has a good knowledge of each child's needs, interests and abilities. She uses this when suggesting activities they might like. She initiates conversations to extend children's language skills and poses questions to

p.2

need to do better?

encourage their thinking. She ensures that the physical needs of babies are met,

p.2

need to do better?

25 October 2023 responding quickly if they show signs of hunger or of being tired. n The childminder supports children to develop their physical skills well. Two- and three-year-olds show they are very agile as they propel themselves at speed around the garden on sit-and-ride toys. They negotiate the space, avoiding collision. n The childminder ensures that children with special educational needs and/or disabilities receive good support. She attends meetings with parents and other professionals to agree support strategies and implements 'MyPlans' effectively. n The childminder encourages children to develop a love of books. She reads stories and teaches children to handle books carefully, turn the pages and enjoy looking at books independently. The childminder shares dual language books to help children learn about the cultures and ethnicity of others who attend. n Children recognise and talk about the colour of objects. They can identify objects

p.2

need to do better?

that look the same. For example, they found felt shapes that look like witches' hats. The childminder introduces some mathematical language. However, she does not challenge children to recognise the value of numbers, compare groups of objects and extend their mathematical awareness further, as they go about their play. n The curriculum covers all areas of children's learning and is implemented effectively. Children make good progress from their individual starting points. They develop their imaginations and creativity particularly well. Children show this in their artwork, musical activities, and role play. n The childminder works well in partnership with parents. She obtains information about children's interests and abilities at the earliest opportunity. Parents receive regular feedback about their children's progress. Parents' testimonials praise the childminder's support of their children. They report positively about their

p.3

need to do better?

children's language development. n The childminder works well in partnership with one playgroup children attend, sharing regular two-way information about children's activities and progress. However, she has not established a good partnership with the other setting attended. Therefore, she cannot be sure that the experiences she offers complement those all children have elsewhere.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good knowledge of potential indicators of abuse and neglect. She talks confidently about what she would do in the event of a concern about the welfare of a child in her care and who to report concerns to. She is clear about her responsibilities to safeguard children's well-being. She keeps her safeguarding knowledge up to date through training and has a written policy to refer to. The childminder maintains a safe and secure environment and supervises children well. She helps children to learn to keep themselves safe. For example, when using knives to cut their fruit snack, and when on outings.

p.3

should:

n make greater use of opportunities that arise during the course of children's play to increase their confidence in counting, ability to recognise the value of numbers and compare groups of objects, and learn more about other mathematical concepts n improve the partnership with other settings that children attend, to foster a two- way sharing of information and ensure that the experiences offered complement those children receive elsewhere.

p.4

Setting details

Unique reference number 101100 Local authority Gloucestershire Inspection number 10307936 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 5 Number of children on roll 12 Date of previous inspection 15 March 2018

p.5

Information about this early years setting

The childminder registered in 1996 and lives in Stroud. She works from 7.30am to 5.30pm, Monday to Friday. The childminder is in receipt of funding to provide free early education for two-, three- and four-year-old children. She holds a relevant childcare qualification.

p.5

Inspection activities

n This was the first routine inspection the childminder has had 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 provision. n The inspector discussed the planned curriculum with the childminder and observed how they implement the educational programmes. n The inspector observed interactions between the childminder and children during indoor and outdoor activities. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector read testimonials completed by parents, and took account of their views.

p.5

Inspection activities

25 October 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.

p.5

Inspection activities

25 October 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7