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 Not applicable

p.1

The provision is good

Children build strong bonds with the childminder and thrive in her warm, nurturing care. The childminder creates a warm and welcoming family environment for the children. Children demonstrate that they feel happy and safe and engage in meaningful learning throughout the day. They listen and behave well and enjoy the social interaction of the childminder. This leads to children forming secure attachments with the childminder, which contributes to their emotional well-being.

p.2

The provision is good

The childminder implements a broad curriculum with an emphasis on seasonal change and the changing world around them. Children have plenty of opportunities to engage in physical activity, indoors and outdoors. The children love being outdoors in all weathers, which supports their learning well. They confidently dress themselves in wet-weather gear, put on their wellingtons and transition into the garden to enjoy splashing in muddy puddles. Children learn how to keep themselves safe. They have opportunities to manage their own risks, such as learning how to use challenging climbing structures safely. They explore the outdoor garden with ease. As a result of the strong curriculum for physical development, children have good core strength, coordination, agility and confidence.

p.2

need to do better?

n The childminder models positive behaviour. She sets clear boundaries to help children develop good manners. Children remember to take turns and share when playing together. Children demonstrate a positive approach to learning and develop the social skills they need for their next stage of learning, including school. n Children excitedly join in with the adult-led experiences that are on offer. For example, the childminder teaches older children how to use scissors. However, on occasion, she steps in too quickly when children are working out how to do things for themselves and corrects mistakes too early. This means children do not always develop the skills they need to solve their own problems. n Children with special educational needs and/or disabilities (SEND) make excellent progress at this setting. The childminder liaises very well with external professionals and parents to support children with SEND effectively. The

p.2

need to do better?

childminder has experience in this area, and has recently undertaken additional training. For example, she has completed level 3 training in SEND. n The childminder talks to children as they play together and promotes their developing vocabulary. She will often model words to support those children with emerging language skills. She uses simple signs to reinforce meaning and supports younger children to communicate their needs. During play, she supports children to build on their vocabulary. For example, as they push cars

p.2

need to do better?

2 October 2024 down pipes, she encourages the children to consider if it is too 'wide' or too 'narrow'. However, these conversations are often based on excessive questioning, and children are not always given the time to answer or process what is being said. n The childminder plans a variety of trips and outings to enhance her curriculum. For example, she takes children on local nature walks and on visits to different farms in her locality to teach children about growth and harvesting. Children learn about the world around them and their local community. n Children receive healthy meals and snacks during the day and are encouraged to adopt good hygiene practices. For example, tidying away their plates, wiping their own faces after meals and washing their hands before they eat. n The childminder has an ambitious curriculum for all. By observing children at play, gathering information from parents and having regular professional

p.2

need to do better?

discussions, she assesses each child's current abilities and how they can develop further. The childminder reflects on her practice regularly and is clear on what she does well and how to develop her practice further. n The childminder has formed excellent relationships with parents and families. She makes regular observations of the children and shares this information with parents, to keep them involved in their child's learning. Parents are very complimentary about the care and education their children receive. Partnership with parents is a strength.

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 develop further the quality of teaching so that older children have more opportunities to find things out for themselves, learn from their mistakes and develop their problem-solving skills n give children time to think and respond when asking questions to support their thinking and language skills further.

p.3

Setting details

Unique reference number 2681162 Local authority South Gloucestershire Inspection number 10259996 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 5 Number of children on roll 21 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022 and lives in Thornbury, South Gloucestershire. She works with a co-childminder and occasionally an assistant. The childminder holds an appropriate level 5 qualification in early years. The childminding service operates Monday to Thursday, 7.30am to 6pm, and Friday, 7.30am to 4pm, throughout the year. The childminder offers government-funded places.

p.4

Inspection activities

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 showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector. n The childminder and the inspector carried out a joint observation of the co- childminder during a planned group activity inside.

p.4

Inspection activities

2 October 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.

p.4

Inspection activities

2 October 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6