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 Good

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The provision is good

The childminder forms warm and caring relationships with the children in her care. She provides them with a safe and secure learning environment and plans a broad curriculum, inspired by children's interests and individual learning styles. Children develop confidence in their own abilities and are well prepared for the move to pre- school and school. Daily small-group activities help children to develop early social skills and learn how to recognise and tolerate the needs of others, especially those younger than them. Children learn to take turns and be patient with each other.

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The provision is good

The childminder provides children with hands-on, exploratory activities that develop their attention and concentration skills. This helps children to be active learners. Children investigate boxes filled with interesting resources. They develop hand-to- eye coordination as they thread caps onto pipe cleaners. The childminder supports children's progress by offering challenge. Older children recognise letters and make links between letters and the initial sounds of the names of their family members. The childminder encourages children to build on what they already know and can do. She encourages them to match and create patterns with coloured pom-poms. The childminder supports children's communication and language skills effectively. She introduces descriptive vocabulary, such as 'curly whirly', to explain the shape of a spiralled pipe cleaner.

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need to do better?

n The childminder provides children with some experiences to support their love of reading. In addition to the small book area children can use in the playroom, the childminder sometimes takes children to the charity shop to purchase a book of their choice to take back to the setting to read together. However, the childminder does not always reflect on the arrangements for children to access books independently, nor does she make these experiences more interesting, to support their developing literacy skills further. n The childminder supports children to make good progress in their mathematical development. Children develop a good understanding of numbers and are able to pair numbers with quantity accurately. They demonstrate one-to-one correspondence as they count the number of beads on an abacus. The childminder extends children's knowledge as she asks questions that encourage them to identify what is 'one more' or 'one less' than a given number.

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need to do better?

n Children behave well. The childminder supports children's awareness of their emotions and teaches them the vocabulary required to share their feelings with others. Children have a good understanding of emotive language and accurately use words such as 'happy', 'excited', 'sad', 'scared' and 'cross' to share how they feel. The childminder invites children to share their feelings on a daily basis. Children link vocabulary with facial expressions as they clip a peg onto an

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need to do better?

29 February 2024 emotions display poster to share how they feel. n Children learn the importance of healthy practices through daily routines. The childminder explains the importance of washing hands before mealtimes and encourages them to sing a handwashing song with her. Children learn table manners as they sit up at the kitchen table for snack. They display independence skills as they have a go at cutting pieces of apple and banana for themselves. n The childminder supports children's understanding of similarities and differences in the world around them. For example, they discuss different ways of life around the world when looking at illustrations within stories. The childminder helps children to learn that not all families are the same. For example, she has plans to discuss different family structures, such as families with two mummies and those with no mummy but other motherly figures. n The childminder has good partnerships with the parents and families of children

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need to do better?

who attend. She shares information about children's care routines and learning in a number of ways, such as through daily discussions, written diaries and digital messages. Parent feedback is highly positive. They comment on the 'close bond' and 'amazing rapport' the childminder has built with their children. Parents feel informed about the topics and experiences during children's time at the setting. n The childminder regularly renews mandatory training, such as safeguarding and paediatric fist aid, to ensure her knowledge remains up to date. She would like to attend training in supporting children with special educational needs and/or disabilities (SEND). However, she is yet to use self-evaluation effectively to focus on professional development opportunities in order to make consistent improvements to the quality of care and education for children in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide children with even more opportunities to access a range of books independently in order to foster their interest in stories and enhance their literacy skills n strengthen self-evaluation practices to identify professional development opportunities in order to improve the quality of care and education for all children further.

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Setting details

Unique reference number EY299320 Local authority Gloucestershire Inspection number 10317408 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 14 Date of previous inspection 21 May 2018

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Information about this early years setting

The childminder registered in 2004 and lives in Longhope, Gloucestershire. She offers care for children on Mondays, Wednesdays and Thursdays, between the hours of 7.30am and 5.30pm. The childminder is registered to provide funded early years education for children aged three and four years.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n The inspector took account of parents' views from written testimonials. 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

29 February 2024 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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