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 praises children's ideas and fosters a culture of mutual respect at this setting. She provides children with plenty of encouragement, which supports their self-esteem and confidence effectively. Children form secure attachments to the childminder as she is calm and reassuring to the children in her care. Children flourish under her attentive and nurturing support.

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The provision is good

The childminder plans a curriculum that builds on what children know and need to learn next. Children benefit from a broad and varied curriculum that fosters children's confidence, independence and communication skills effectively. The childminder provides children with a wide range of activities and resources that successfully capture their interests and motivate them to learn.

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The provision is good

Children have many opportunities to learn outside the setting. They go on daily outings with the childminder, which help them to learn about their community and the world around them. She recognises the value of children being physically active and the benefit that these experiences have to children's general health and well- being. For example, children attend local toddler groups, visit the local library and meet with other childminders and the children in their care. This gives children the opportunity to interact with different people within the local community.

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need to do better?

n The childminder plans a wide range of activities that she knows children will enjoy. Children take part in different activities and play experiences that support their understanding of mathematical concepts. Following children's interest in the farm, the children have been exploring different farm animals, their characteristics and the sounds that they make. The childminder introduces the words big, small, more and less as children compare toy farm animals and play in the straw. This supports children to gain a good understanding of early mathematics to prepare them for their next stage of learning. n The childminder places an emphasis on developing children's communication and language skills to enable them to be confident learners and to be ready for their next stage of learning. She clearly models words to children and praises them when they speak and weaves familiar nursery rhymes and songs throughout

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need to do better?

children's routines and play. n The childminder promotes children's early literacy skills and interest in books and stories effectively. Children enjoy looking at books and snuggle up for story time. Children develop their early knowledge of letters and sounds in an enjoyable way, as the childminder embeds these into songs and conversations. However, she does not always model the correct pronunciation of letter sounds to encourage children's later ability to use sounds confidently for reading and

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need to do better?

20 January 2025 writing. n Parents are complimentary about the education and care their children receive, especially the daily outings to widen children's experiences further. The childminder finds out what early experiences children have had at home when they start at her setting. She uses this information to help children settle quickly and to identify what they already know and can do. n The childminder is a good role model for children's behaviour. She offers praise and encouragement to children and uses clear and consistent reminders when needed. Children behave well. However, although she does intervene during minor conflicts, she does not consistently help children to understand the consequences of their actions. This does not fully support children to learn greater empathy for others and teach them the language of emotions and feelings. n The childminder encourages children's independence and provides them with

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need to do better?

opportunities and encouragement to practise their self-care skills. Children use utensils to prepare their own fruit for snack time. The childminder praises the children for being careful when using specially adapted knives and following instructions. The childminder helps children learn about good health and hygiene, such as through regular handwashing. n The childminder continues to further develop her own professional development by networking with other childminders and attending training that will positively impact on her understanding of child development and how to keep children safe. She reflects on her practice and identifies ways to improve experiences 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 strengthen the teaching of letters and sounds to ensure that they are pronounced correctly and provide a solid basis for language development n support children to recognise and understand the impact their behaviour has on others and develop ways to help children to understand and manage their emotions and feelings.

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Setting details

Unique reference number EY541366 Local authority South Gloucestershire Inspection number 10372632 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 4 Date of previous inspection 29 April 2019

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Information about this early years setting

The childminder registered in 2016. She works at the premises of her co- childminder in Thornbury, Bristol. The childminder operates from 8am to 4pm, Monday to Thursday, all year round. She holds a relevant level 3 childcare qualification. The childminder offers government funded places.

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Inspection activities

n The inspector observed the interactions between the childminder and the children. The childminder talked to the inspector about her curriculum and what she wants children to learn during a learning walk. n The inspector and the childminder carried out a joint observation of children engaged in an adult-led activity. The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. 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

20 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

20 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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