Bluett, Michelle Denise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder creates a calm, nurturing, home-from-home environment for all that attend. She happily welcomes children and gives parents time to talk and share any information about their children. Parents confidently leave their children, knowing they are well cared for. All children, even babies who have recently started, settle with ease and have strong bonds with the childminder. The childminder knows all children very well and tailors her care to meet their individual needs. Children are safe, secure and well supported.

p.2

The provision is good

The childminder creates and delivers a broad, ambitious curriculum with children at the centre. She is mindful that all children are from different backgrounds and have a range of different opportunities outside her setting. She focuses on giving children real-life experiences in the local community and further afield. For example, they attend weekly toddler groups to develop social skills, and they explore the local woods where children can be physically active and take risks with support from the childminder. Most recently, the childminder gave children the experience of a trip to the beach where they explored the sand, bought ice creams and learned about the world around them. The childminder teaches children to be safe and confident outside her home.

p.2

The provision is good

Children are independent and keen to learn. The childminder ignites children's interests, for example, when she finds cardboard tubes to create tunnels for their cars. Children use sticky tac to fix their tubes to a board and work together as they take turns to watch their cars speed through the tubes. Children shriek with excitement and play with purpose for extended periods. The childminder is always close by, modelling play and narrating alongside them.

p.2

need to do better?

n The childminder has an excellent knowledge of all the children in her care and quickly identifies any gaps in learning. She works closely with parents, providing them with guidance and support. The childminder liaises with other professionals to help ensure that children have all the support they need in place for their next stage of learning. She skilfully weaves children's needs into all areas of play. For example, she uses 'bucket time' activities to extend children's focus and concentration and to develop their language skills. n The childminder reflects on her practice and attends training to support the needs of the children in her care. She most recently has attended training to support children's toileting needs. She shares information with parents and assistants, so they can best support children. The childminder signposts assistants to training to support their professional development and monitors

p.2

need to do better?

their practice to ensure that it best meets the needs of the children.

p.2

need to do better?

26 February 2025 n Children display very good behaviour and build meaningful relationships with others. They work together to build structures with construction bricks. They eagerly show visitors their creations and are keen to tell them about them. Children are mindful of babies in their space. They are gentle with them and offer them toys they know they like. Children confidently seek support from the childminder if needed, and she praises their kindness. n The childminder creates excellent relationships with families from the moment they start with her. She tailors a settling-in period to meet the needs of the family and allows children to settle at their own pace. Parents say their children love to attend. They receive excellent communication from the childminder and she is friendly and approachable. n The childminder develops all areas of learning in a variety of ways. For example, during story time, she encourages children to label the pictures they see and

p.2

need to do better?

introduces mathematical language, such as 'big' and 'small'. However, at times, she does not extend learning or further challenge older children's thinking. For example, when older children identify the difference between clean and dirty teeth during an activity, she does not ask them why this might be. Additionally, when children notice the difference in materials, the childminder does not support children to think about why they might be different. The childminder does not always support children to develop their own thinking.

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 use strategies to consistently develop older children's independent thinking and extend learning even further.

p.3

Setting details

Unique reference number 2756576 Local authority Gloucestershire Inspection number 10349470 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 12 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Cinderford, Gloucestershire. She operates all year round, Monday to Friday, from 6am to 5.45pm. She has a relevant qualification at level 3 and employs two assistants. The childminder provides funded early education for children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development. n Children spoke to the inspector about what they enjoy doing while with the childminder. n 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 spoke to parents during the inspection and took account of their views.

p.4

Inspection activities

26 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.

p.4

Inspection activities

26 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.

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