Woolley, Hannah May

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are settled and happy in the care of this professional and caring childminder. They form early friendships with other children who attend and are equipped with skills to lead their own play and learning. The childminder knows children well and provides a range of experiences to support their interests and progress towards next steps in learning. For example, children develop their fine motor skills and hand-eye coordination as the childminder helps them to carefully cut pieces of glittery paper with scissors to create a picture.

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The provision is good

The childminder provides a curriculum that promotes children's independence and confidence in preparation for future learning and the eventual move to school. She takes children on a variety of outings in the local community, such as visits to the shops, library and parks. These opportunities support children's understanding of the world and helps to develop their confidence in wider social situations. The childminder encourages children to try and do things for themselves before asking for help. This supports them to have positive attitudes to learning. Children are kind to each other and respectful of the childminder's home and resources. They tidy the toys away when they have finished playing, before getting more out. The childminder reinforces these positive behaviours and gives children a sticker, which they wear proudly.

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need to do better?

n The childminder closely monitors children's progress. She identifies clear next steps in their learning and shares this information with parents so that they can continue and extend learning at home. However, the childminder has not yet found fully effective ways to encourage all parents to consistently share updates on their children's experiences and achievements at home, to help her further support their development during their time at the setting. n The childminder skilfully supports children's knowledge and understanding of mathematics. She encourages children to count and discuss the shape and size of objects. For instance, at snack time, children compare the size of two bananas to work out which one is bigger and count the strawberries as they place them in their bowl. Children recognise that weight increases with quantity and uses vocabulary, such as the word 'heavier', to describe this. n Children develop a good understanding of the importance of healthy practices.

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need to do better?

The childminder helps them to learn about good hygiene routines and supervises them as they wash their hands. She talks to the children as they do this and asks questions to ensure that they understand the correct procedures. Children know that they must use soap to wash the germs away and use individual towels to dry their hands, reducing the risk of cross-contamination. n The childminder supports children's communication and language development

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need to do better?

16 September 2024 well. She engages in meaningful conversations with children throughout the day and sensitively corrects their language when they use incorrect words. Children are developing a broad vocabulary. For example, when sharing experiences about bowling, they explain how they knocked the 'pins' down. n The childminder is reflective and strives to offer a high-quality service to children and their families. She regularly networks with other childminders and is part of messaging groups and forums to ensure that she is up to date with current practice and legislation. The childminder takes her professional development responsibilities seriously and is currently in the process of completing an early years professional development programme to support the quality of her teaching across the seven areas of learning. n The childminder understands the prominence of technology in children's lives and is aware that they use it at home. However, she has not yet identified ways

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need to do better?

at her setting to promote children's and their families' awareness about the risks of technology and how to keep safe online. n The childminder communicates with parents on a daily basis. In addition to conversations at drop-off and pick-up times, she sends digital messages, photographs and voice notes to keep them updated on their child's time at the setting. Parent feedback is extremely positive. They describe the childminder as professional and nurturing and value the attention paid to their child's individual needs. Parents particularly value the wide range of experiences the childminder offers, such as visits in the community to support children's confidence and social skills.

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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 develop ways for all parents to consistently share information about children's experiences and achievements at home, to promote a fully consistent approach to learning n seek further ways to support children and their families awareness about the risks of digital technology and how to stay safe online.

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Setting details

Unique reference number 2756931 Local authority Gloucestershire Inspection number 10349612 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Gloucester. She holds an early years qualification at level 3. The childminder provides care for children from Monday to Friday, between the hours of 8am and 5.30pm, all year around. She receives funding for the provision of early education for children aged two, three and four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are 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 The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 through 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

16 September 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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