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 Outstanding

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The provision is good

Children are happy and settled. They respond positively to the childminder's friendly and reassuring approach. Children display a 'can-do' attitude and keep trying until they succeed. For example, when building a tower which falls down, the childminder suggests that children try again. Children carefully place blocks one on top of another. The childminder supports children's early mathematical skills. She points to the blocks and encourages them to count with her. Together, they say 'one, two, three'. Children continue counting the blocks in their tower and celebrate reaching the number 10.

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The provision is good

The childminder works alongside her co-childminder to plan a broad curriculum which supports children's progress across all areas of learning. She helps children to prepare for the next stage of their learning, such as the move on to school, because she places a strong focus on supporting them to be independent and confident individuals. The childminder and her co-childminder take children to visit places of interest in their community, such as the soft-play centre, museum and farm park. This helps children to gain confidence in different social situations and form friendships with a wider group of children. Children benefit from daily opportunities for outdoor play. The childminder offers children encouragement and praise as they independently put on their coats and shoes.

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need to do better?

n The childminder knows the children in her care well. She has a good knowledge of what they do well and identifies areas in need of further support. However, the planned next steps for children's learning are, at times, too broad and do not clearly identify what the childminder wants children to learn. This means that teaching is not as sharply focused as it could be, to support children to make the highest levels of progress. n Overall, the childminder promotes children's communication and language skills well. She provides them with daily opportunities to engage in small-group activities, such as story time, to promote their understanding and develop children's growing vocabulary. However, the youngest children become distracted and do not receive the same purposeful interactions as their peers. This is because the childminder does not fully consider the age range of children taking part to ensure that the activity is developmentally appropriate and meets their

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need to do better?

individual needs. n The childminder swiftly recognises when children are not making expected levels of progress. She works in partnership with parents and other professionals, such as speech and language therapists, to support children's communication skills. The childminder incorporates simple sign language alongside keywords to give children further ways to express themselves.

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need to do better?

14 December 2023 n Children benefit from consistent daily routines which help them to manage their expectations of what happens now and what comes next. The childminder and her co-childminder organise themselves effectively to ensure that children receive a good balance of group activities and one-to-one interaction. For example, while her co-childminder supports children's care practice, the childminder sits alongside children to engage in their chosen play. Children use their imagination as they pretend to scan items on the till. The childminder's interactions are very good. She hands them pretend fruit and vegetables and encourages them to use good manners, such as by gently reminding them to say 'please' and 'thank you'. n The childminder works alongside her co-childminder to evaluate the service they provide for children and their families. They meet on a weekly basis to discuss what they do well and areas they need to develop. The childminder is reflective

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need to do better?

and displays a positive approach to her professional development. She has plans to attend training to further her knowledge and skills of working with children with special educational needs and/or disabilities. n Partnerships with parents are good. The childminder shares information with parents in a variety of ways. She seeks their views through the use of written questionnaires, which the childminder and her co-childminder use as an evaluation tool to identify areas for improvement. Parents' feedback is positive. They say that they have never had any concerns and feel completely relaxed knowing their children are happy in the childminder's care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge up to date by attending regular child protection training. She is aware of the signs and symptoms that would cause her concern and has a strong knowledge of the procedures to follow to protect children from harm. This includes what to do in the event of a concern about her co-childminder or a household member. The childminder carries out risk assessments of the premises and areas in the community that they regularly visit. This helps to identify and reduce potential hazards and helps to keep children as safe as possible during their time with the childminder.

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should:

n refine children's next steps to ensure that they are precise and clearly identify what children need to learn next, to fully support children to make the highest levels of progress n consider children's age and state of development when planning group activities, to ensure that the youngest children are as actively engaged in their learning as

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Setting details

Unique reference number EY423639 Local authority Gloucestershire Inspection number 10317433 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 18 Number of children on roll 10 Date of previous inspection 30 May 2018

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Information about this early years setting

The childminder registered in 2011. She operates from her co-childminder's home in the Hatherley area of Cheltenham, Gloucestershire. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and her co-childminder discussed with the inspector how they organise their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector carried out a joint observation of a planned learning activity. n The inspector considered the views of parents through written documentation. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

14 December 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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