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

The caring childminder is passionate about her role. She provides children with a welcoming and highly organised learning environment. Children display a strong sense of belonging and form secure attachments with the childminder, her co- childminder and members of her family. They benefit from a good balance of small- group activities and one-to-one time. After lunch, while younger children sleep peacefully, the childminder carries out focused activities with the remaining children. Children excitedly decorate their own small Christmas tree. The childminder helps children to develop their mathematical knowledge. She encourages them to count each decoration as they hang them on the branches. Children display good hand-eye coordination as they count the decorations from one to 10.

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The provision is good

Children behave very well. The childminder follows a similar daily routine, which helps children to manage expectations and prepares them for what happens next. Children learn the importance of healthy routines. The childminder gently reminds them to take turns to wash their hands before snack. Children learn social skills and good table manners as they sit together around the table to eat. The childminder names the fruit and encourages children to engage in meaningful conversations. Children are confident to share their views and discuss which fruit is their favourite.

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need to do better?

n The childminder uses her knowledge of how children learn and develop to identify children's strengths and areas for further support. She weaves this information into her theme-based curriculum. The childminder provides inviting activities to support children's progress towards their learning goals. However, sometimes, children's planned next steps in learning are too broad and do not clearly identify what she wants children to learn. This means that the childminder's teaching is not always as sharply focused as it could be to further support children to make the best possible progress. n The childminder communicates with parents in a range of ways. For example, she speaks with them, sends written progress checks home on a termly basis and uses digital messages to share information and photos. However, the childminder is yet to find effective ways to support parents to share information about children's ongoing achievements at home, which would promote a

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need to do better?

consistent approach to children's learning and development. n Children make good progress in their communication and language skills. They participate in group story times and respond well to the childminder's skilful attempts to promote conversation during play. Children are inquisitive and ask the childminder questions to help them make sense of the world. For example, when moving pieces of wood to make a pretend campfire, they ask the

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need to do better?

14 December 2023 childminder why a woodlouse is running away. The childminder is quick to respond and explains that the woodlouse could be frightened because they have moved his home. n The childminder identifies children who are not at their expected levels of development. She works closely with parents and other professionals, such as speech and language therapists, to close any gaps in their learning. n The childminder supports children's individual care needs effectively. When children first join her setting, she seeks information from parents about their routines at home so that she can follow these during children's time at her setting. Sleeping children have an assigned cot, and the childminder monitors them to ensure that they are safe. The childminder supports children's independence skills. Children collect their clothes for outdoor play from their peg and practise putting their wellies and waterproofs on by themselves.

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need to do better?

n The childminder and her co-childminder work well together. They meet once a week to discuss the impact of the curriculum on children's learning and identify areas for future learning. The childminder is reflective and has high aspirations for the future. For example, she wishes to expand her provision so that she can offer a higher number of childcare places. The childminder and her co- childminder are keen to continue with their professional development. They seek a range of training opportunities to enhance their already good knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to safeguard children. She attends regular child protection training to ensure that her knowledge and understanding remain up to date. The childminder has a good awareness of the signs and symptoms that may indicate a child is at risk of harm, and she knows the correct procedures to follow should she need to refer concerns to the relevant agencies. The childminder follows safer recruitment practices to ensure that staff are, and remain, suitable to work with children. The childminder carries out risk assessments to ensure that her premises and outings are safe for children.

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should:

n review children's next steps and ensure that they are precise and clearly identify what children need to learn next, to fully support children to make the best possible progress n support parents further to share information about children's ongoing achievements at home, to promote a fully consistent approach to children's development.

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Setting details

Unique reference number EY384243 Local authority Gloucestershire Inspection number 10317431 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 2008 and lives in the Hatherley area of Cheltenham. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder works with another childminder and either one or two assistants. She provides funded early education for two-, three- and four-year-old children. The childminder holds a relevant early years qualification at level 3.

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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 inspector and the childminder 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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