Berry, Sharon Julie

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

p.1

The provision is good

Children make close attachments to the childminder and enjoy their time in her care. Babies reach out for a cuddle and snuggle in close when picked up. The childminder is warm and affectionate in her interactions with children. She creates a nurturing and well-organised environment, where children feel safe, secure and valued. 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 plans a curriculum that appeals to children's interests. This helps to promote children's engagement in their learning experiences. She ensures that children can make choices in their play and learning. For example, babies explore a large basket of open-ended resources to encourage exploration and investigative play. They squeeze and crush foil with their hands and listen to the sound. They use pegs to strengthen fingers, roll balls across the floor and push wheeled vehicles back and forth. During their play, the childminder models single words, such as 'crinkle' and 'scrunch', to develop children's vocabulary. The childminder observes children at play, assesses what they need to learn next and identifies how she will support children's development. Children make good progress in their learning.

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need to do better?

n The childminder uses stories, songs and rhymes to introduce new vocabulary to young children. She observes their play and listens before responding. She helps children build communication skills by repeating new words, leading to good progress in their speech and language development. n The childminder has created a curriculum that promotes children's physical skills. Babies strengthen core muscles by pulling themselves up to stand in preparation for walking. When items are out of reach, the childminder encourages crawling to develop movement. Babies learn to manage risk early, such as coming down garden steps backwards, with guidance from the childminder to stay safe while building independence. n The childminder keeps all statutory training, including first aid and safeguarding, up to date. She attends relevant medical training and follows detailed risk assessments to ensure inclusion and safety for all children. She provides the

p.2

need to do better?

necessary support for children with special educational needs and/or disabilities (SEND) to make good progress but has not yet accessed further training to better meet their learning needs. n The childminder works closely with parents to identify areas where children may need additional support and has established relationships with other providers the children attend. However, the childminder does not consistently share information about children's development with other settings and professionals. This limits a full understanding of what children are learning and affects

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need to do better?

4 April 2025 consistent care. n Children learn care practices early, such as during nappy changes. The childminder makes eye contact, speaks clearly and introduces each step, allowing the child to touch the childminder's glove and hold a cold wipe. The childminder is gentle and sensitive, ensuring good care practices. She promotes children's good health and hygiene, and children develop good independence skills from a young age. For example, babies use cutlery to feed themselves at mealtimes. n The childminder plans daily activities that provide children with fresh air, exercise and outdoor enjoyment. For example, babies explore compost and mud with trowels and rakes in the garden. The childminder takes children on trips to local shops and the library and on riverside walks to help them understand their local community and nature. Children also learn about different faiths, festivals, and the similarities and differences between people.

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need to do better?

n The childminder encourages children to consider how their behaviour affects others. She teaches older children responsibility, patience and tenderness towards younger ones during play. She frequently praises children and models kindness and respect, fostering a calm, harmonious learning environment. n The childminder builds strong partnerships with parents and takes the time to gather relevant information about the children's care and routines. She communicates with parents about their child's progress, including what activities the child enjoys and their next steps in learning. This ensures that parents are well informed and can support their child's development at home effectively.

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 build on knowledge and understanding to better meet the learning needs of children with SEND n strengthen relationships with external professionals and develop knowledge of working with other settings to share information to support children to build on their learning further.

p.3

Setting details

Unique reference number 100902 Local authority Gloucestershire Inspection number 10372313 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 6 Date of previous inspection 11 April 2019

p.4

Information about this early years setting

The childminder registered in 2000. She lives in Tewkesbury, Gloucestershire. She works from 7am to 6pm, Monday to Friday, all year round. The childminder provides 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 her 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 is having on the 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 the children engaged in play and discussed how the curriculum has been implemented and the impact that this has had on the children's learning.

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Inspection activities

4 April 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

4 April 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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