Childminder in 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 develops warm and nurturing relationships with children. Children eagerly enter her home and settle into play immediately. They snuggle in for regular cuddles and respond well to the childminder's warmth and kindness. Children receive regular praise and encouragement. This builds on their self- confidence and promotes their emotional well-being. This helps children feel valued, safe and secure in her care.

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The provision is good

The childminder plans a broad curriculum. She builds on what children already know and need to learn next. She responds quickly to children's interests to help ensure their engagement and involvement in learning. For example, children pretend to make a cup of tea. They try to slot wooden lemons onto the cup and persevere until they manage the task. The childminder joins in with their play and models taking turns as they pass the cups back and forth. As children pretend to add sugar to the cup, she encourages them to think about healthy choices and good oral health.

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The provision is good

Children develop a strong foundation of early mathematics skills. The childminder embeds mathematics in everyday activities and children's play. For example, she uses her knowledge of children's interests to support children to throw felt balls at a target and identify the numeral as they hit the board. She extends this further by encouraging children to count how many times they throw. This teaches children to count actions as well as objects. The childminder's curriculum for mathematics is strong.

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need to do better?

n Children behave well. The childminder is a good role model for children. For example, she encourages children to say please and thank you and pass items to their friends during mealtimes. During play, she supports children to take turns and be gentle with each other. However, when minor conflicts do occur, she misses opportunities to teach children about how it makes other children feel. Children do not routinely understand and learn how to express their feelings and use the language of emotions further. n Children enjoy the daily opportunities to play outside in local parks, in the fresh air, which supports their physical development. Babies learn to coordinate their movements using core strength as they develop their skills to sit, balance and toddle around the room. Children develop good hand-eye coordination from an early age. For example, babies are encouraged to reach out and pop bubbles and older children smile and giggle when they catch the bubbles. Children make

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need to do better?

good progress in their physical development. n The childminder supports children's language and communication skills. She

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need to do better?

13 January 2025 models correct pronunciation and introduces new vocabulary. Children sing along to nursery rhymes and listen to stories. However, the childminder often asks questions that require only one-word responses. She does not always allow enough time for children to think and respond before providing the answer. n Children learn about good health and hygiene routines. They are supported well to manage their own personal needs, such as washing their hands before snack. Children develop good self-help and independence skills. For example, babies use cutlery to feed themselves and all children drink from open cups at the table. The childminder is sensitive and gentle during nappy changing times and care practices are good. n Children benefit from weekly outings in the local community to broaden their understanding of the wider world in which they live. Children visit local areas of interest, for example a wild bird wetland. The childminder takes children to stay

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need to do better?

and play sessions where they meet and play with other children. She takes them on weekly trips to a local residential care home. This helps to support their social development well. The childminder creates opportunities for children to learn about a range of cultures through celebrations and festivals, for example Diwali and Hannukah. n Parents are complimentary about the caring nature of the childminder and the education their children receive. The childminder shares daily information with parents through both an online learning journal and verbally, and she encourages parents to continue to support children's learning at home. She completes progress checks at age two and shares children's progress reports with parents. Parents say that they feel children benefit from the individualised learning, structure and routine that is on offer. n The childminder networks with other childminders in her locality to share ideas

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need to do better?

and good practice. She participates in training opportunities to further develop her knowledge and reflects on how additional training can inform her practice and deepen her understanding of child development.

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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 provide children with more opportunities to name their feelings, manage their emotions and learn that their actions can impact on others n strengthen questioning strategies and allow children more time before providing them with the answer to develop their thinking skills further.

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Setting details

Unique reference number EY550988 Local authority Gloucestershire Inspection number 10376251 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 22 May 2019

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Information about this early years setting

The childminder registered in 2017. She lives near Gloucester city centre. The childminder offers care from 7.30am to 6pm Monday to Thursday, all year round. The childminder offers government funded places.

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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 inspector observed the quality of education being provided in the home 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 and the inspector carried out a joint observation of children engaged in play and discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 January 2025 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

13 January 2025 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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