Fletcher, Helen Victoria (Mrs)

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 is calm and caring in her interactions with children, and they form strong attachments to her. Throughout the morning, children readily seek her out for cuddles and comfort. These relationships demonstrate that children feel safe and secure. Children behave well and are eager to seek her out to share play and receive reassurance when needed. They relish the praise the childminder gives when they achieve new things. This supports children's emotional well-being.

p.2

The provision is good

The musically talented childminder is skilful in using music to inspire children to learn. She motivates children to sing, move to music and learn about different instruments. Children demonstrate a great love of music and song. Children learn about rhythmic patterns and musical beats. The childminder encourages children to listen and respond to a wide range of different musical genres. For example, children sing and move rhythmically to world music, folk music and traditional nursery rhymes. This supports children to learn the sounds and meaning of new words and build their motor skills while practising self-expression. The childminder recognises the importance of song and rhyme play in developing children's early language and puts this at the heart of her curriculum. Children develop the skills and attitudes to become keen and independent learners from an early age.

p.2

need to do better?

n Children make good progress with their communication and language. They enjoy many opportunities for conversation with the childminder. For example, they pretend to make each other a cup of tea while playing in the pretend kitchen. However, on occasion, the childminder does not always recognise when children need more time to process and respond to questions. n Children benefit from daily access to the outdoors. The childminder considers the changing seasons when planning activities in the garden. For example, she provides simple recipe cards for children to find natural resources to make mud pies. Children have regular opportunities to walk to places of interest. This encourages children's physical development and introduces them to the local community. Children learn about similarities and differences as they explore customs and celebrations from around the world. n The childminder's calm approach supports children to confidently explore their

p.2

need to do better?

environment. They enjoy making their own choices in play and show high levels of engagement. Children persevere at tasks and demonstrate a positive attitude to their learning. n The childminder is respectful towards children. She is a good role model for children's behaviour. Children remember to say 'please' and 'thank you' during play and at mealtimes. The childminder encourages children to take turns and share by role modelling this herself. For example, during a painting activity, the

p.2

need to do better?

20 March 2024 childminder sits alongside children and paints her own picture. She uses this opportunity to support a child to take turns. n Parents share that they are very happy with the care and education their children receive. The childminder works hard to gather parents' views to reflect on the quality of care she offers. The childminder gathers useful information from parents about children's likes and dislikes before they start. However, the childminder does not always gather enough information to support her assessment of children's stage of development when they start. n The childminder ensures that she keeps herself well informed of changes in the sector and up to date with all statutory training. She liaises with other childminders at local drop-in centres and uses these opportunities to further develop children's socialisation. When children attend another setting, she ensures that she shares information about their learning and development.

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need to do better?

n Young children learn about healthcare practices from a very young age, for example during a nappy change. The childminder encourages children to help with their own self-care. She is sensitive and gentle, and care practices are good. Children demonstrate that routines are well embedded and go straight to the bathroom to wash their hands. n The childminder considers her curriculum well. Children make good progress across all seven areas of learning. The childminder uses her knowledge of child development to establish next steps for children's learning. She can confidently explain what children know, what they need to learn and how she will do this. She makes accurate observations of children at play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n give children time to think and respond to questions to support their communication and language skills n gather even more information from parents to help identify children's starting points to help support their continued learning right from the start.

p.3

Setting details

Unique reference number 101260 Local authority Gloucestershire Inspection number 10312311 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 26 April 2018

p.4

Information about this early years setting

The childminder registered in 2000. She lives in Bishop's Cleeve near Cheltenham. The childminder works from Monday to Thursday from 7.45am to 5.30pm, and on Friday from 7.30am to 9am, all year round, apart from family holidays. The childminder holds a relevant childcare qualification at level 3. The childminder accepts the early years funding for children aged two, three and four years old.

p.4

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 inspector observed the interactions between the childminder and children. The childminder talked to the inspector about her curriculum and what she wants children to learn during a learning walk. n The inspector and childminder carried out a joint observation of children engaged in an adult-led activity. The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

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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

20 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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