Rawlings-Johnson, Samantha Clare

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 show they are very happy, settled and thoroughly enjoy the rich learning experiences that the childminder plans. Every child receives nurturing support, praise and encouragement from the caring childminder. Children make choices in their play and help themselves to resources, which are easily accessible. The childminder plans her curriculum well and helps children to develop language and early reading skills. Children love to select and look at books on their own, with friends and with the childminder. They snuggle up close to the childminder and listen intently as she reads stories. She asks pertinent questions to encourage children to talk about what they see in illustrations and to link aspects of the stories to their own first-hand experiences. As toddlers explore sensory books, the childminder introduces language to describe the different textures.

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The provision is good

The childminder offers ideas to extend children's learning. She suggests activities and supports children as they go about their self-chosen play. For example, they choose to complete jigsaws and the childminder provides verbal prompts to guide children to find pieces that fit together and how to recognise corner pieces. She encourages counting and shape recognition. Children receive high praise for completing puzzles and also for persevering at tasks. The childminder fosters children's self-esteem instinctively. She helps children to learn good manners, to take turns, to follow instructions and to be kind to others. Children develop confident social skills, independence and good behaviour from a very young age.

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need to do better?

n The childminder knows each child's likes, dislikes and abilities. She identifies what children need to learn next and plans a curriculum that builds upon what children know and can do. The childminder promotes children's all-round development very well, and she is particularly skilled in promoting children's communication and language development, literacy and mathematical learning through her interactions with them. n The childminder models speaking. She provides a narrative to children's play and introduces new words to extend their developing vocabularies. She responds well to children's non-verbal communication. For example, when a toddler hands her a straw hat, she knows they want her to sing the 'scarecrow' action rhyme again. As the childminder bursts into song, children smile broadly and jig from side to side, doing actions familiar to them. Older children chat confidently. They make their needs known, share ideas and talk about what they are doing.

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need to do better?

n The childminder instinctively helps children to learn about mathematical concepts of size, shape, positional language and counting. Children join in counting and recite some numbers in the correct order. They learn shape names, for example they point out stars on resources and excitedly show the

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need to do better?

24 April 2025 childminder a heart-shaped stone they find. n Children engage in activities that the childminder plans to help develop their concentration and pre-writing skills. They show enthusiasm as they draw. Supervised closely, toddlers show their ability to remove and replace pens tops, showing good hand-eye coordination and delight in making marks alongside older children. Older children give meaning to the marks they make and draw recognisable figures. n Children develop confident physical skills. Toddlers gain confidence in walking as they explore the indoor and outdoor play spaces. They show agility as they climb the garden steps safely. Older children develop their coordination well. For example, they enjoy throwing and kicking a ball with control. They climb, bounce on a small trampoline and propel wheeled ride-on toys. n The childminder takes children on excursions to enhance their play and learning.

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need to do better?

For example, they gain social skills and express their creativity at a local music group. They gain greater understanding of the natural world as they explore woodland and green spaces. n Parents praise the way the childminder works in partnership with them and attribute much of their children's progress to the very good support the childminder provides. The childminder promotes two-way communication with parents from the outset, to gain a good understanding of where children are in their learning. She shares information about children's experiences and developmental progress regularly with parents. However, the childminder does not consistently seek information about children's learning experiences in some of the other settings that children attend, to help work collaboratively towards children's next steps in learning. n The childminder routinely evaluates the effectiveness of her curriculum and practice. She completes training for her professional development. For example,

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need to do better?

she uses knowledge gained from recent safeguarding training to update her child protection policy and uses various ideas learned from online tutorials to promote children's learning further, such as creating a language-rich environment.

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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 work proactively in partnership with other settings that children attend, to foster greater two-way communication to ensure that children's learning experiences

p.3

should:

24 April 2025 complement those they receive elsewhere.

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Setting details

Unique reference number EY437601 Local authority Gloucestershire Inspection number 10388557 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 5 Date of previous inspection 17 July 2019

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Information about this early years setting

The childminder registered in 2011 and lives in South Woodchester, near Stroud, Gloucestershire. She provides care Tuesday to Friday from 8.30am to 5.30pm, all year round.

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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 and children and spoke with them at appropriate times during the inspection. n The inspector looked at relevant documentation and discussed how the childminder safeguards children's welfare. n The inspector spoke to parents and read testimonials and took account of their views. n The childminder talked to the inspector about how she evaluates the effectiveness of her provision and drives ongoing improvement.

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Inspection activities

24 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

24 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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