Pipe, Tina Maria

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive in the care of an exceptional childminder. Children form trusting bonds and the childminder carefully considers how she can support each child's individual needs, especially to promote emotional resilience. The highly ambitious curriculum ensures all children, including those with special educational needs and/or disabilities (SEND), make the progress of which they are capable.

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The provision is outstanding

Children are attentive and listen extremely well to a story. They learn new words, such as 'invisible', which helps children to broaden their vocabulary. They learn to participate in turn taking conversations, sharing their ideas with confidence. Children recall what they know and have understood from the story. Children confidently decide which songs to sing. They watch the childminder intently and follow actions successfully. They listen carefully, waiting for the instruction to hop like a bunny. They excitedly point to different parts of their body as they sing the song fast and then slow, giggling happily.

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The provision is outstanding

Children have very good opportunities to explore nature and their local environment, becoming familiar with where they live. Children remember the daffodils they saw on their walk and are keen to paint them. They learn specific vocabulary for example, 'stem' and 'petal,' to describe the flowers. Children recall how to make colours 'light' and 'dark'. They show assurance as they explore colour, mixing new colours with confidence. Children concentrate very well and become thoroughly immersed in their creations, showing great pride in their achievements.

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need to do better?

n Children benefit greatly from an expertly designed curriculum. The attentive childminder takes time to get to know the children. She skilfully uses her training and research to plan highly stimulating activities. These are tailored to meet children's individual needs, in particular to support those children with SEND. Children receive exemplary support from a well-informed childminder who builds on children's knowledge and helps them succeed at their own pace. The childminder is meticulous in assessing children's progress and ensuring detailed action plans are in place to help reduce any gaps in children's learning successfully and with sensitivity. n The childminder provides an inviting learning environment with a wealth of experiences. She carefully considers how best to use any additional funding to support children's interests and continued learning. Children constantly hear language as the childminder provides commentary and narrative to all the

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need to do better?

children do. The childminder understands how each child learns. For example, she knows that some children need time to think and process information. The childminder pauses after asking questions and knows when children need

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need to do better?

21 March 2024 choices to move their learning forward. For example, as children explore the sand and create structures, the childminder encourages children to find solutions when the sand does not bind together and to make improvements to their designs. n The wonderfully warm and nurturing environment helps children to express themselves and communicate their feelings clearly. Children make decisions using the choosing board and use the 'Colour monster' props to identify how they are feeling. The childminder is extremely calm and patient when supporting children's behaviour. She provides them with the skills to self-regulate for example, using a colour mat to prepare children for changes in routine. n The childminder is highly respectful. She provides children with a five-minute warning before they move on, so children can finish their play. She embeds daily routines extremely well to help children to feel safe. For example, children ask

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need to do better?

the smart speaker to play the tidy up song, and all children participate willingly. Children develop very high levels of self-esteem. They keenly share their personal photograph albums with the inspector. They enthusiastically tell her about their family, friends and their experiences with the childminder. n The dedicated childminder forges close relationships with parents, gathering essential information and reviewing this regularly. She works extremely closely with other early years settings, health professionals and other agencies to ensure children receive the support they deserve. n The childminder evaluates her provision highly effectively, striving for consistently outstanding quality. She evaluates the environment, knowing which areas and activities potentially provide less learning opportunities. For example, she has improved her interactions while children are on the ride-on-toys to promote communication and language to an extremely high quality.

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need to do better?

n The childminder engages in focused and highly effective professional development. This means her practice is exemplary and worthy of dissemination for example, to mentor other early years practitioners.

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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 the put children's interests first.

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Setting details

Unique reference number EY393019 Local authority Gloucestershire Inspection number 10317412 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 4 Date of previous inspection 22 May 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Stonehouse, Gloucestershire. The childminder provides care on Tuesday, Wednesday and Thursday from 8am to 5pm. She holds a relevant childcare qualification at level 3. The childminder receives funding for the provision of free early education for children aged two, 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder took the inspector on a tour of the premises and explained how she plans the curriculum. n The inspector spoke with children and read parents' testimonials during the inspection and considered their views. n The inspector observed the childminder's interactions with children and discussed their learning. n A sample of documentation was discussed and observed.

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Inspection activities

21 March 2024 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

21 March 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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