Fox, Rebecca

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

p.1

The provision is good

Children are happy and settled, and have strong and affectionate attachments to the childminder. The childminder regularly praises children, which promotes their emotional well-being effectively. She ensures that she targets her praise to individual children and highlights what she is giving praise for. For example, she says 'Well done, look what you have done. I can see you tried really hard to do that.' The childminder encourages good behaviour, and children learn to share and take turns. For example, they play board games together.

p.2

The provision is good

The childminder delivers a broad, well-planned curriculum that reflects children's interests well. She has a good knowledge of the interests, skills and abilities of each child in her care. She establishes clear starting points for their learning and successfully identifies what they need to learn next.

p.2

The provision is good

The childminder supports children effectively to develop healthy lifestyles and enjoy being active in the fresh air. For instance, young children spend considerable periods of time playing outside. They test their skills as they climb up ladders to the top of the slide and enjoy exploring sensory materials that the childminder has set out. Children fill, mix and empty small trays that contain cones, sticks and egg cartons. Children use pipe cleaners to twist around cones and push sticks into holes. These activities help to strengthen their fingers in preparation for early writing.

p.2

need to do better?

n The childminder continuously assesses children's development to identify potential gaps in their learning. This helps to ensure that all children receive additional support if required. The childminder has a strong understanding of how to support children with special educational needs and/or disabilities (SEND) and works closely with specialist teachers to support children. As a result, children with SEND make excellent progress from their starting points. n The childminder has planned a curriculum to help children build the skills they need to achieve their next stage of learning. She supports children's mathematical skills well. During a dough activity, she encourages them to find the 'little and big' objects. She introduces words, such as 'full' and 'more', as children play. However, at times, the childminder tries to teach too much at once during adult-led activities. This means she is not always able to focus her

p.2

need to do better?

teaching on the precise things that she wants children to learn. n The childminder reflects on the provision continuously. She regularly researches ideas and works exceptionally well with other adults to draw on strengths to benefit children's learning. n Children have plenty of opportunities to develop their communication and

p.2

need to do better?

2 October 2024 language skills throughout the day. For example, children regularly sing songs together with the childminder. Older and younger children follow instructions, respond to action words and carefully listen and clap the syllables in their name. However, at times, while children are at play, the childminder asks too many questions in quick succession and does not always give children enough opportunity to use and develop their language further. n The childminder role models and supports good hygiene and care practices. Children wash their hands before meals and sing a song as they do so. After meals, the children are encouraged to scrape their plates and put them into a bowl to be cleaned. This is repeated after lunch, where they wipe their own faces with flannels and put them into a bowl for washing. Children develop good independence skills. n The childminder is a positive role model to children. She creates a calm and

p.2

need to do better?

nurturing environment for them to learn and play in. Children behave very well and have a positive attitude to their learning. n The childminder plans many opportunities, such as outings, to support children to learn about their similarities and differences to others. She includes celebrations of the various festivals throughout the year. Children successfully learn about the world around them and develop an appreciation of diversity in their local community. n Parents speak very highly of the childminder. For example, they say that she goes 'above and beyond' with the care she provides for children, and they 'couldn't be happier'. The childminder understands the important role parents play in supporting children's learning. The childminder updates parents about how their children are developing and how they can continue this learning in the home.

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 focus more precisely on the learning intent of group activities to help raise children's learning to the highest level n allow children enough time to think and respond to questions to help develop their communication skills further.

p.3

Setting details

Unique reference number EY547680 Local authority South Gloucestershire Inspection number 10365548 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 21 Date of previous inspection 30 October 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Thornbury, South Gloucestershire. She works with a co-childminder and occasionally an assistant. The childminder holds an appropriate level 3 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 The childminder and the inspector carried out a joint observation during a planned group activity inside. n Parents shared their views of the setting with the inspector.

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