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 has a clear vision for children's development, aiming to nurture kindness, independence and confidence. She uses targeted praise to build children's self-esteem and self-belief. For example, during snack time, children peel and cut their own banana, and when the childminder says 'that is such good cutting,' they beam with pride, demonstrating how her encouragement reinforces their growing skills.

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The provision is good

The childminder has warm and trusting relationships with the children in her care. For example, the youngest children snuggle in for comfort when unsure of other adults, and older children cuddle up with her during story time. This care promotes children's well-being and their sense of security.

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The provision is good

The childminder plans a curriculum that helps children remember ideas and concepts. She often reminds them of previous learning and activities, using photos and resources as prompts. For instance, after reading 'The Stick Man' story, the childminder reminds children of their walk in the woods where they collected sticks to make their own stick men. Consequently, children benefit from learning that is meaningful for them.

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need to do better?

n The childminder reads familiar stories with children, focusing on their understanding and language development. She models new words to extend their vocabulary and encourages them to retell the story to check their comprehension. When reading to the children, the childminder uses a story map to help older children recall key events, reinforcing and deepening their understanding of the story. By incorporating visual aids and interactive storytelling, she keeps most children engaged and supports their communication skills. n Children demonstrate positive learning behaviours and become engrossed in their self-chosen play. The childminder plans activities that build on familiar stories and previous learning. However, she does not always adapt these activities to enable all children to engage fully. Younger children become distracted and do not participate meaningfully with planned activities, and older

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need to do better?

children do not always receive the challenge they need. n Teaching of maths is a strength and is woven through everything that children do and experience. Children benefit from discussions about size, shape and frequent opportunities to count in their play. For example, when children are unsure about which number comes next when counting how many pieces of dough they have, the childminder gives them strategies to check their thinking, saying 'count up from one. What comes next?' This helps children develop

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need to do better?

12 February 2025 confidence in their mathematical knowledge. n The childminder has a strong partnership with parents, ensuring that they are well informed about their child's learning and development. She shares strategies to promote consistency between home and the setting, which parents value. However, the childminder does not provide enough support for some children's toilet training within the setting to help build their confidence and familiarity with the process and to prepare them for this key developmental milestone. n The childminder has high expectations for children's behaviour. She uses lots of positive praise and intervenes swiftly to distract children if they become dysregulated. As a result, children understand the rules and routines of the setting and behave well. n The childminder takes children on regular outings in the local area, providing them with valuable cultural experiences. They visit museums, parks and toddler

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need to do better?

groups, and they travel by bus and engage in conversations with adults they meet. When looking at photos of their excursions, children recall sitting in the bus driver's seat, demonstrating how these experiences help them make meaningful connections and build their understanding of the world around them. n The childminder stays up to date with her statutory training and actively engages with childminding networks to keep informed about the latest developments in childcare and young children's learning and development. As a reflective practitioner, she regularly evaluates her practice, applying new knowledge and approaches to enhance the care and learning experiences she provides 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 adapt planned activities to make them accessible for the youngest children while providing greater challenge for older children n extend the good partnership working with parents to help children reach important developmental milestones.

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Setting details

Unique reference number EY539946 Local authority South Gloucestershire Inspection number 10372266 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 7 Number of children on roll 7 Date of previous inspection 9 April 2019

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Information about this early years setting

The childminder registered in November 2016. She lives in Hanham, Bristol. She provides care Monday to Friday, from 7.30am to 5.30pm. The childminder operates all year round, except bank holidays.

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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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The inspector observed the quality of education being provided 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

12 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

12 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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