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

The childminder's relationships with children are warm and sensitive to their emotional well-being. Children feel comfortable and happy, and they look to her for reassurance when unfamiliar adults arrive, soon settling in with her support.

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The provision is good

Children feel confident and valued in this setting. Even the youngest children eagerly share about their families, using their personalised family photo boards to identify and talk about the people and pets who are special to them.

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The provision is good

The childminder has a well-defined curriculum that focuses on preparing children for school, with a strong emphasis on fostering their independence, self-care skills and confidence. For instance, she supports children in developing practical skills by encouraging them to put on their own coats and shoes from an early age. Additionally, children are actively involved in self-registration on arrival, using name or picture recognition to complete this routine task.

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The provision is good

The childminder establishes clear rules and routines, which children understand and follow confidently. This promotes consistently positive behaviour. For example, the childminder actively models sharing by suggesting, "shall we give this one to a friend and swap later?"

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need to do better?

n The childminder knows the children well and understands their levels of development and achievement. However, she does not always adapt her use of language to meet the needs of the youngest children. For example, she uses more complex vocabulary occasionally, reducing young children's engagement and leading them to lose focus and move away. n The childminder uses children's interests and home experiences to promote their learning, responding flexibly to what captures their attention. For example, she provides role-play resources that reflect the diverse preferences of the children in her care, such as tractors and diggers for some and clothes and pushchairs for others. This approach encourages imaginative play and supports children's engagement. n The childminder uses stories, such as 'Goldilocks and the Three Bears', to involve children in learning activities. She immerses children in a range of linked

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need to do better?

activities and resources that promote engagement and deepen their understanding of the theme. For example, she uses songs, books, messy play and toys, all of which help bring the story to life for all children and promote positive attitudes to learning. However, at times, the childminder does not adapt her planned experiences to ensure that they fully engage all the children as much as possible. For example, children become distracted from listening to the

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need to do better?

14 November 2024 story during snack time because they need support to cut their fruit. n The teaching of mathematics is a strength. The childminder provides frequent opportunities for children to count, use mathematical language and compare quantities and sizes. She models these skills and concepts effectively, building on children's understanding. n The childminder evaluates her provision well. She is able to reflect on her impact, outline her strengths and areas for development to improve children's learning. She has identified the areas of her setting that she wishes to improve and is proactive in making changes. For instance, she has decided to provide children more learning opportunities outdoors. As a result, she is planning a waterfall wall with the use of tubes and drainpipes to further encourage children's curiosity and questioning in a play-based way. n The childminder keeps her own knowledge and skills up to date and relevant

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need to do better?

with regular training and through a supportive network of other childminders who regularly share updates, outings and groups. n Communication and co-working with parents are strong. They report that the childminder is 'hugely knowledgeable, warm and fun'. Settling-in sessions are individually tailored to each child and family's needs. Parents state that children develop their resilience and emotional intelligence because the childminder clearly focuses on this area of development. The childminder conscientiously offers ongoing advice and support to families.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

p.3

should:

n adapt teaching approaches to meet the different ages and stages of children.

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Setting details

Unique reference number EY281868 Local authority South Gloucestershire Inspection number 10367531 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 11 Date of previous inspection 12 February 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Kingswood, South Gloucestershire. The childminding service operates Monday to Thursday, throughout the year. The childminder is in receipt of funding for early years education for children. She has an early years qualification at level 6.

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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 spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 November 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

14 November 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

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

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