Perrett, Karen

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children thrive in this warm, friendly childminding setting. The experienced childminder ensures that children receive high-quality care and education and make good progress from their starting points. The childminder nurtures secure attachments with children who regularly reach out for cuddles. She provides children with lots of praise and encouragement, which, in turn, builds on their self- esteem and emotional well-being. For example, as younger children develop their independence and do up their own zips and fasteners, the childminder eagerly claps and says, 'Well done, that's a wow moment. You did it all by yourself.' Children learn that their perseverance has real value and beam with pride.

p.2

The provision is good

The childminder ensures that the curriculum provides children with good support and helps them to achieve well. At the heart of the curriculum is her vision that children are happy, safe, making good progress and eager to learn. The childminder uses robust assessment procedures to plan and implement an ambitious curriculum that identifies children's abilities. This allows her to form well- targeted next steps for children that builds on what they already know and focuses her understanding of what they need to learn next.

p.2

need to do better?

n Children benefit from fresh air and exercise every day to support their physical development. The childminder provides children with a wealth of activities to develop their good progress in this area. For example, children use small scoops to transfer pasta from one pot to another. They push small cars down pipes and roll balls through tubes. The curriculum for physical development is a strength of the setting. n Children behave well. The childminder understands about using a range of techniques to help children to manage their behaviour. She provides younger children with clear messages about sharing, kindness and good manners. However, when minor conflicts do occur, she misses opportunities to teach children about how it makes other children feel. She does not consistently help children to acknowledge and name how they are feeling to help them to better understand and regulate their emotions. n Children learn about care practices from a very young age, for example, during a

p.2

need to do better?

nappy change. The childminder encourages children to hold items as she uses them and explains what will happen next. The childminder is sensitive and gentle, and care practices are good. n Children make good progress with their independence skills. For example, children take part in tasks such as wiping tables, using utensils and cutting fruit. The childminder demonstrates these skills, such as holding the knife, and encourages children to have a go. Children learn to put on their own coats and

p.2

need to do better?

20 January 2025 boots when they go outside. These experiences promote children's self-esteem and self-help skills. n Children make good progress with their communication and language. The childminder places a strong emphasis on their skills in this area. Children sing rhymes, learn about the days of the week and talk about the world around them. However, on occasions, the childminder introduces some language during play that is too difficult for younger children to understand. Children then lose interest and walk away from the activity and the learning on offer. n Children make good progress from their starting points. Assessments are precise and statutory checks are in place and shared with parents. The childminder knows children well through her observations and uses this information to inform what they need to learn next. n The childminder provides children with plenty of opportunities to explore the

p.2

need to do better?

local community and the world around them. She takes the children on daily trips to local toddler groups, parks and areas of interest. Children meet different people and learn about the similarities and differences that exist between them. n Partnership with parents is very good. Parents are exceptionally positive and comment on the wealth of communication she provides. The childminder ensures that parents are fully involved in their children's learning and shares regular feedback about their progress. n The childminder receives updates from the local authority and her local childminder network to ensure that she is aware of any changes in requirements. The childminder is reflective of her practice and networks with other childminders to share ideas to enhance her provision further. The childminder engages in regular training to extend her professional skills and ensures that mandatory training is up to date, which helps her keep children

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 support children to learn more about their emotions so that they can learn how to express their feelings and consider the needs of others n simplify how some activities are presented and delivered to best help younger children focus on the intended learning at these times.

p.3

Setting details

Unique reference number 136334 Local authority South Gloucestershire Inspection number 10377720 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 29 April 2019

p.4

Information about this early years setting

The childminder registered in 1989 and lives in Thornbury, Gloucestershire. She operates from 7.30am to 3pm, Monday to Wednesday, all year round. The childminder works alongside a co-childminder. The childminder offers government funded places.

p.4

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.

p.4

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.

p.4

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.

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