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 creates a supportive environment where children confidently explore and learn. The atmosphere is lively, and children engage in animated conversations with the childminder and their peers. All children make good progress through the well-organised curriculum. The childminder works closely with parents and gathers information about children when they start, including information about their cultural backgrounds. She provides books in children's home languages and incorporates cultural festivals. Children enjoy listening to stories with the childminder. They practise their language and literacy skills as the childminder pauses for them to join in with rhyming words. Children explore the local community and the natural world as the childminder organises trips to farms and aquariums. Children develop independence skills. The childminder encourages them to wash their own hands and to help prepare snacks.

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The provision is good

The childminder supports children's emotional well-being effectively. Children enjoy looking at the family picture books she creates for them. This helps them settle in, talk about their families and learn what makes them unique. Children are safe and secure in her care. Babies snuggle into her and gaze at her intently. Older children show strong bonds too as they ask to sit next to her. Children respond well to the childminder and work collaboratively with their peers. They enjoy the responsibility of following her instructions, such as tidying away toys.

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need to do better?

n The childminder has good knowledge of how children learn. Her curriculum is well sequenced and sets the foundations for future learning. For instance, the childminder supports children's physical development, including strengthening their hand muscles in playful and meaningful ways. She provides play dough for children to manipulate. They proudly demonstrate how they roll it into a ball and stretch it to make a snail. The childminder encourages children to chop fruit to help develop their hand-eye coordination. She recognises that activities such as these help children to develop the skills needed for other tasks, including early writing. n The dedicated childminder is committed to her professional development. She undertakes training to support her in her role, including how to help children with additional learning needs. She has formed a supportive network of other settings, with whom she shares ideas for good practice. The childminder involves

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need to do better?

parents in the evaluation of her setting. She gains their views using questionnaires and uses the information to enhance her practice to benefit children. n The childminder offers a well-organised and inspiring learning environment for children. The activities she provides are enticing, and they spark children's

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need to do better?

27 November 2024 curiosity and eagerness to explore. However, there are times when the childminder does not notice when noise from older children's play becomes too loud. This can distract other children, especially the younger ones, during focused activities. On these occasions, the childminder does not remind children to use quieter voices or explain how the noise affects others' ability to concentrate and learn. n The childminder supports children's communication and language skills well. She models words clearly to babies as she interacts with them. Babies respond with eye contact and attempt to repeat the words she says. She narrates alongside children as they play. She asks older children open questions to encourage their language skills. However, during group activities, the childminder does not always adapt her teaching to the varying ages and abilities of all children. As a result, some children, especially the younger ones, are not fully supported to

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need to do better?

extend their learning and make the best possible progress. n The childminder helps children to learn about numbers and shapes through play. For example, she uses their interest in bug hunting to create a counting activity. Children enjoy counting ladybird spots and matching them to number cards. She also teaches babies about shapes by using phrases such as 'round and round' to describe a spiral pattern. This approach helps children understand early mathematical concepts. n The childminder works closely with parents, other settings and agencies as appropriate. Parents speak highly of her care. They appreciate her flexibility to incorporate their parenting styles and comment that their children cheer with excitement when they arrive. The childminder shares information about the children with other settings they attend and local schools when they start. She liaises with agencies, including speech and language therapists, as appropriate,

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need to do better?

to ensure the best possible outcomes for children.

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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.

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should:

n further monitor noise levels and remind older children to use quieter voices, when necessary, to support a more focused learning environment for younger children n adapt teaching more effectively to meet the varying ages and abilities of the children to extend their learning and support them to make the best possible progress.

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Setting details

Unique reference number EY545106 Local authority South Gloucestershire Inspection number 10367718 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 7 Date of previous inspection 21 February 2019

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Information about this early years setting

The childminder registered in April 2017. She lives in Kingswood, Bristol, and holds a relevant early years qualification to Level 3. The childminder offers care from 6am to 6pm, Monday to Thursday, all year round.

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Inspection activities

n The childminder and inspector discussed how the childminder organises the early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector observed interactions between the childminder and the children. n The inspector and the childminder carried out a joint observation and evaluated the quality of teaching together. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took into account the views of several parents during the inspection.

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Inspection activities

27 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

27 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

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