Hemmings-Elkan, Francesca

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 thoroughly enjoy rich-learning experiences within the childminding setting. They are familiar with the daily routine and know exactly where to find toys within the child-orientated play environment. Every child receives nurturing support, praise and encouragement from the friendly, caring adults. Children are full of smiles and show they are very happy and settled. They relate well to the adults and other children.

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The provision is good

The childminder suggests fun activities to encourage children to be physically active and to express themselves. All the children dance enthusiastically to their favourite tunes, showing great concentration as they mimic vigorous drum playing. Children copy the moves of adults and the older children. They experiment with different ways to move. For example, they demonstrate how they can tip-toe and walk on their heels. When children select musical instruments they are encouraged to create a 'band' and sing along to rhymes and songs. They beat drums and xylophones with gusto. They also join in action rhymes enthusiastically.

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The provision is good

The adults support children to develop confident social skills, independence and very good behaviour from a very young age. For example, one-year-olds wipe their hands and faces, learn to take off their shoes and help to tidy away resources. Children learn good manners and learn to take turns, to follow instructions and to be kind to others.

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need to do better?

n The childminder knows each child's likes, dislikes and abilities. She assesses children's progress and accurately identifies what children need to learn next. She successfully plans a curriculum that builds upon what children know and can do and, as a result, children make good all-round progress in their learning. n The childminder skilfully fosters children's communication and language development. The adults model speaking, providing a narrative to children's play, and introduce new words to extend children's developing vocabularies. They use sign language to aid babies' and children's communication. They also teach parents simple signs to use at home. All children show confident communication skills. For example, one-year-olds sign 'please', 'thank you' and 'finished'. Two- year-olds talk avidly about their activities and recall past experiences. n The childminder instinctively helps children to learn about mathematical

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need to do better?

concepts of size, shape, positional language and counting. As children build with wooden blocks, the childminder encourages children to think about why a toy car will not fit under an arched block and how to solve the problem. Children recognise that the car is 'too big' and learn that if they raise the arch, more blocks it will fit under.

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need to do better?

6 February 2025 n The childminder uses her garden, local green spaces and outings to extend children's understanding of the natural world and physical development. They go for regular walks, use equipment at the park and in the childminder's garden to develop their climbing skills and agility. They learn to recognise environmental sounds, such as helicopters, bees and birds that fly overhead. Children develop an understanding of growth and where food comes from by growing plants and vegetables and doing cooking activities. n Children learn to respect cultural diversity. They are introduced to different cultures through conversations, storybooks and activities that are appropriate for children's stage of learning. Children particularly enjoy tasting cultural foods. For example, during Chinese New Year celebrations, they explore and eat spring rolls and create a snake with kiwi slices. They also have fun role playing with Chinese

p.2

need to do better?

masks. n The childminder encourages children to help themselves to resources that interest them and joins in their play to support their learning well. Occasionally, the childminder does not make the very best use of learning opportunities that arise spontaneously to extend children's learning to the highest level. For example, when a young child selects a book independently, they are not helped to learn to handle books carefully and to develop greater interest in books. n Partnership with parents is very strong. The childminder works in close partnership with parents to identify where children are in their learning from the outset and to support children's ongoing learning at home and in the setting. Parents praise the adults highly for the support they give their families and the way that they communicate with them about their children's welfare and developmental progress. n The childminder continually evaluates their practice and looks for ways to further

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need to do better?

develop the provision. They embrace training opportunities. For example, the childminder has studied neuroscience in early years and enhanced her understanding of how children's brains develop and how to promote their emotional well-being. She has used this knowledge well, such as helping children communicate their feelings.

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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 plan and implement learning intentions more precisely to help extend children's development further during their self-chosen play.

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Setting details

Unique reference number EY399557 Local authority South Gloucestershire Inspection number 10372662 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 8 Date of previous inspection 30 April 2019

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Information about this early years setting

The childminder registered in 2009. She lives in Patchway, South Gloucestershire. The childminder works with an assistant. She offers care Monday to Friday, from 7.30am to 4.30pm, all year around, except for family holidays. The childminder provides government funded childcare places.

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Inspection activities

n The inspector discussed the planned curriculum with the childminder and observed how she implements the educational programmes. n The inspector observed interactions between the childminder, her assistant and the children and spoke with them at appropriate times during the inspection. n The childminder discussed how she and her assistant evaluate practice and the effectiveness of the provision. n The inspector looked at evidence of first-aid training and discussed how the childminder safeguards children's welfare. n The inspector took account of written testimonials from parents.

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Inspection activities

6 February 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

6 February 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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