Hazelton, Gillian Elizabeth

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 curriculum is tailored to meet children's individual needs. It offers a broad range of experiences across the areas of learning, in particular to support children's communication and language skills. For example, children of all ages engage well in an interactive story about a dragon and try to help blow out the 'flames'.

p.2

The provision is good

Children form lovely bonds with a childminder who treats children with kindness and knows them well. Babies benefit greatly from good-quality interactions. For example, the childminder encourages eye contact in response to babies' vocalisations with affection. She acknowledges the actions and commentates as babies confidently explore an exciting environment independently. Babies show they feel safe and secure, gurgling and smiling happily. Children confidently make choices about their play, making their wishes known. Children wait patiently for the childminder to open the shed, pointing to the desired ride-on car. They persevere when manoeuvring the car, learning how to reverse and turn corners.

p.2

The provision is good

Young children play imaginatively, making connections with their own experiences. For example, they remember that if they are taking their 'baby' for a walk, they need to put a hat on the 'baby' and put their water bottle under the pram. Children push the pram, negotiating space well and avoiding collisions, building their strength and coordination.

p.2

need to do better?

n The childminder builds a curriculum that carefully considers information shared by parents when children first start and her observations. She notes children's interests and their engagement in a broad range of experiences. She builds on what children can do and what they need to learn next. For example, she actively supports babies to develop their mobility, for example, offering spiky balls just out of reach to help them stretch and regular 'tummy time' to develop core strength. n Children show pride in their achievements, for example, as they demonstrate how they can jump with two feet. The childminder helps children practise this new skill, engaging them in a game of hopscotch. The childminder models mathematical language well and introduces children to corresponding numerals. Children then lead their learning, marking patio slabs with marks to represent numbers and using the number names in their play.

p.2

need to do better?

n Children show curiosity and squeal in delight as they chase bubbles. Young children pop the bubbles with their fingers, showing good hand-eye coordination. On occasion, the childminder does not use the opportunities that arise to help children think about why things happen. For example, when children exclaim that the bubbles are 'running away', the childminder does not

p.2

need to do better?

13 May 2025 explore the effects the wind is having on the bubbles to help children understand and solve problems. n Children behave well and are kind to each other. For example, children notice when babies lose their hats and place them back on gently. Children receive praise, which helps build their self-esteem. n The childminder uses her risk assessments effectively to provide children with a safe and secure environment, such as ample shade in the garden. She is beginning to help children understand what keeps them safe, such as sitting while they eat and applying sun cream regularly. However, she does not always provide clear explanations to help children understand why these procedures keep them safe so that they can begin to assess potential risks for themselves. n The childminder provides nutritious snacks and meals, which meet children's special dietary requirements and support their stage of development. She works

p.2

need to do better?

closely with parents, which they greatly appreciate, to maintain consistency between the home and the setting during the weaning stage. Children begin to gain more independence, for example wiping their hands before they eat and feeding themselves. n The childminder constantly reflects on her practice, for example evaluating children's experiences throughout the day and thinking of new ways to encourage their learning. She consistently reviews and applies her policies and procedures, which keep children safe.

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 challenge children even further to think, predict and solve problems independently n support children even further to understand the practices that keep them safe and well.

p.3

Setting details

Unique reference number 2723298 Local authority South Gloucestershire Inspection number 10398784 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 5 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She works alongside another registered childminder in Yate, South Gloucestershire. The childminder operates from Monday to Thursday, from 7.30am to 6pm, throughout the year. The childminder offers government funded places for childcare.

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 with the inspector about the children's learning and development and how she organises the early years provision. n The inspector spoke with the children during the inspection and read testimonials from parents, considering their views. n The inspector observed the childminder's interactions with the children. n The inspector looked at relevant documentation and discussed policies and procedures with the childminder.

p.4

Inspection activities

13 May 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

13 May 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

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Inspection activities

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Inspection activities

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Inspection activities

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