Childminder in South 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

Children form good relationships with the childminder. They allow her to join in with their games and giggle together as they play. Children are confident and demonstrate that they feel secure. Children engage well for extended periods of time with the learning opportunities that the childminder plans, showing their positive learning behaviours.

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The provision is good

The childminder has a clear idea of what she wants children to learn. She uses their interests to entice them into learning opportunities while introducing them to new concepts and ideas. For example, she plans activities using children's interest in pouring and filling containers with seeds to engage children in making seed balls to feed birds. The childminder introduces vocabulary such as hard, soft, sticky, smelly. Children copy and use these words in their play. This helps expand their vocabulary.

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The provision is good

Children's behaviour is good. The childminder has high expectations of children's behaviour. She gives consistent messages to children to help them understand the rules and boundaries. Children behave well and are keen to help keep toys tidy. They eagerly put the toys away when the childminder reminds them that they could trip over them.

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need to do better?

n The childminder provides a broad curriculum that supports children's engagement and progress well. Children enjoy hearing songs and rhymes, and are learning to join in with familiar phrases and actions. Young children enjoy joining in with the actions as they pretend to hop like bunnies to their favourite song. n The childminder facilitates children's love of reading, story and interaction with different types of books. She reads books frequently in an exciting and engaging way. Children join in, ask questions and talk about what they see. n The childminder promotes children's physical development. She takes them on walks to parks and woodland where they practise jumping, running and climbing. The childminder plans activities such as picking up seeds to make seed balls using tweezers and scoops and playing with play dough. These activities develop children's physical skills and stamina. n The childminder understands how children learn and develop. She uses her

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need to do better?

regular assessments to accurately identify what children need to learn and plans for their developmental needs. For example, she takes children to groups to give them experiences of mixing with other children and adults. She considers children's needs, taking them to groups that are more suitable to their stage of development. For instance, she recognises that some children need more calm

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need to do better?

25 April 2024 environments and smaller groups to help them to develop their confidence is social situations. n The childminder plans a variety of activities for the children to engage in. Overall, she considers all areas of learning. However, at times, she does not give enough attention to children's understanding of different mathematical concepts. For example, she counts with children to develop their understanding of number and uses shape names but does not always build on what children already know. n The childminder helps children to understand the feelings and emotions of others, helping them to consider the feelings of their peers. For instance, she talks to children about how loud noises and a dinosaur roaring may be scary for other children. She then suggests alternate role play which children happily engage with. n The childminder communicates well with parents, keeping them up to date about their child's achievements and progress. Parents report that they receive

p.2

need to do better?

daily updates via a private group on social media and regular progress information via an online platform. However, the childminder does not always successfully develop the same effective relationships with other settings that children attend. n Good arrangements are in place to support children who learn English as an additional language. For example, the childminder finds out about and uses children's home language vocabulary. In addition, she learns about their cultural celebrations, such as traditions and customs that families follow which she embeds in her own practice. This helps children to develop an understanding of communities beyond their own and accept other's differences.

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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 enhance opportunities for children to develop their understanding of mathematics n further improve communication and information sharing with other settings that children attend to provide more consistency in their learning experiences.

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Setting details

Unique reference number EY485828 Local authority South Gloucestershire Inspection number 10335365 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 3 Date of previous inspection 13 June 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Bradley Stoke, South Gloucestershire. The childminding service operates daily throughout the year from 8am to 5.30pm. The childminder has completed an appropriate home childcarer qualification.

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Inspection activities

n This was the first routine inspection the provider 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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 April 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

25 April 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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