Warren, Rebecca Dawn

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

Children thrive in the care of the friendly, enthusiastic childminder. They are happy and settled, and they show that they feel safe and secure in the childminder's home. The children develop strong relationships with the childminder and one another. They learn to share, take turns and to be kind. The childminder models good manners, and children say 'please' and 'thank you' without being prompted. The children receive lots of praise and encouragement from the childminder, fostering their self-esteem.

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The provision is good

The childminder implements a curriculum that builds effectively on where children are in their learning. Older children show great confidence and enthusiastically welcome visitors, keen to tell them about their experiences and to demonstrate their skills. For example, they demonstrate how they can spin and dance and stand on one leg 'like a flamingo' and count. All children choose what they want to play with, selecting activities from those set out attractively by the childminder. They know where resources are stored and find items to initiate or extend their play using their own ideas. They also join in group activities with enthusiasm. For example, children make snakes by threading coloured pasta onto pipe cleaners. The childminder shows younger children how to thread, and they quickly learn to do this unaided. The childminder asks children questions to promote their language and thinking. Children recognise colours, and older children count spontaneously.

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The provision is good

The childminder talks to the children about Chinese New Year, and they look at a book to find out more about the cultural celebration.

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need to do better?

n The childminder actively encourages children to become independent and to gain the skills they need to prepare them for school. From a young age, children learn to pour their own drinks at snack time and to peel and chop bananas and strawberries safely. Children understand behavioural expectations and follow instructions well. They practise their early mark-making skills using the readily available writing implements, paper and colouring cards. n The childminder has a good overview of children's development and shares identified next steps for learning with parents. She instinctively knows when to play an active role in children's play, for example to teach them new things, and when to stand back and let children play freely. She joins in role play at children's request. For example, she happily pretends to be a patient and joins other passengers on the train that a child creates by lining up chairs. She

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need to do better?

suggests children distribute tickets to extend their play. As children play, the childminder introduces new vocabulary and mathematical concepts and encourages their imagination and increases their understanding of the world. More confident children seek a lot of the childminder's attention, and this

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need to do better?

30 January 2025 impacts upon the quality of interactions with quieter children. n The childminder extends children's play experiences, physical development and understanding of the world, for example, through exploration of local green spaces and outings to places of interest. She finds out about children's cultural backgrounds and plans many opportunities to help children to value diversity and learn about people's similarities and differences. Children talk avidly about their families and holiday experiences. n The childminder evaluates her provision effectively and identifies aspects that she wishes to improve. She completes training courses to enhance her skills and uses what she learns to review and improve her curriculum. For example, she enhanced the learning environment to promote children's communication and language development further. n The childminder develops strong partnerships with parents from the outset. She

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need to do better?

provides informative welcome packs and gathers useful information from parents about each child and their families. She provides daily feedback to parents about their children's activities and care, and parents receive regular progress updates. Parents spoken to, and written testimonials, describe how they value the sensitive care their children receive. They praise their children's good manners and progress in their learning and attribute this to their children's experiences with the childminder. The childminder has recently created themed 'home working boxes', with ideas of how to use the resources they contain and help extend children's learning at home.

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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.

p.3

should:

n provide greater support for less confident, quieter children, to foster their all- round learning even more effectively.

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Setting details

Unique reference number EY391338 Local authority Gloucestershire Inspection number 10372257 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 6 Date of previous inspection 9 April 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Stroud, Gloucestershire. She operates Tuesday to Friday, from 8am to 4.30pm, except on bank holidays and family holidays. She provides government funded childcare places. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The inspector discussed the planned curriculum with the childminder and observed how they implement the educational programmes. n The inspector observed interactions between the childminder and the children. n The inspector spoke with the childminder and the children at appropriate times during the inspection. n The childminder and the inspector evaluated the effectiveness of a planned activity. n The inspector looked at evidence of first aid and other training completed and discussed how the childminder safeguards children's welfare. n The inspector spoke to parents and read written testimonials from parents.

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Inspection activities

30 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

30 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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