King, Susan

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 has formed strong attachments with the children in her care. Children show they feel happy, safe and relaxed in her home. They regularly reach out and snuggle in for cuddles and seek her out to share their learning. Children receive regular praise and encouragement. This builds on their self-confidence and develops secure emotional well-being.

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The provision is good

The childminder has created a curriculum that is built around children's interests. She implements a broad curriculum to support children's learning. She ensures children are confident, secure and able to communicate their needs. She supports children to develop their social skills through play. For example, children pretend to make a cup of tea. The childminder uses this opportunity to help children practise sharing and taking turns. Children pass each other cups and saucers and the childminder models good manners and encourages them to consider who can have tea first and who may have to wait while it is being made. The childminder creates a learning environment that supports children to explore different areas of learning and make independent choices about their play.

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need to do better?

n Children learn new vocabulary and the childminder models language well. She promotes children's language and communication skills through conversations during play. She extends their confidence and communication further by asking questions to extend their thinking. For example, children play with a doll. The childminder uses this opportunity to model being kind to the doll and encourages children to wonder how the doll is feeling. Children cuddle and are gentle with the doll. This, in turn, encourages the children to develop empathy for others. n The childminder knows that children learn through play. She can motivate children and encourage them to remain engaged in their self-chosen activities. She gathers useful information from parents when children start and uses this, alongside her observations, to assess children's learning from their starting points. However, she is not always clear on what children need to learn next, to

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need to do better?

fully build on what they already know and can do. As a result, she does not consistently build on secure foundations before moving on to new learning. n The childminder encourages children to try new activities to support their independence and extend their learning. She encourages children to do things for themselves from a young age, such as passing her items during nappy changes and feeding themselves with a fork and spoon at mealtimes. She is patient and supportive and gives the children the time they need. Children have their care needs met effectively. n The childminder supports children to build on their fine motor skills and hand- eye coordination. Children strengthen their fingers as they manipulate dough

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need to do better?

31 January 2025 and thread string through holes in card. Children enjoy physical exercise and fresh air, such as during walks to the local school. However, the childminder does not fully consider how children's physical skills can be extended and developed during activities at the setting. Children have limited access to choose if they wish to play in the garden and they cannot freely access the outside space to enhance their learning if they prefer to learn outside. n The childminder acts as good role model and has high expectations for children's behaviour. She consistently praises children and offers regular encouragement. For example, when children try and push different shapes into a shape sorter and they do not fit, she encourages them to keep trying until they succeed. This helps children to develop a positive attitude towards their learning. n The childminder builds successful relationships with parents. Parents comment

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need to do better?

on how happy they are with the care and education their children receive, alongside her regular communication and flexibility. n The childminder has completed all mandatory training to ensure that she has a good knowledge and understanding of how to promote children's safety and welfare. For example, she recently attended training on safeguarding and ensures her paediatric first aid is current and regularly updated. However, she does not consider her professional development closely enough to identify her training needs to develop the skills and knowledge she requires to benefit the children she cares for.

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 strengthen the curriculum planning to identify more specific and targeted next steps in children's learning and make the most of opportunities to help them achieve these n provide further opportunities for children to freely access the outdoors to enhance their physical development n build on professional development and identify relevant training that is aimed at driving the quality of teaching further.

p.3

Setting details

Unique reference number 100833 Local authority Gloucestershire Inspection number 10372613 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 7 Date of previous inspection 29 April 2019

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Gloucester. She holds a relevant childcare qualification at level 3. She offers care from 7.30am to 5pm, Monday to Friday, all year round. The childminder offers government funded places.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder provided the inspector with a sample of key documentation on request. 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.

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Inspection activities

31 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

31 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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