Childminder in 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 Not applicable

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The provision is good

Children form warm, affectionate bonds with the childminder and her staff, who provide a nurturing and inclusive environment. The childminder delivers a curriculum that prioritises children's independence and emotional well-being. Children are developing into confident and capable learners.

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The provision is good

Children demonstrate a strong sense of personal responsibility. They independently apply suncream and put on their sun hats before going outside. The childminder reinforces the importance of this routine, explaining that it helps to protect them from sunburn. Children confidently choose their own play and engage enthusiastically in group activities. During a game in the garden, they work together to find hidden objects. The childminder introduces positional language, such as 'behind' and 'underneath'. Children demonstrate their understanding and use the words correctly. The childminder and staff actively support children's learning, ensuring that they are all included and receive the help they need. Children display good mathematical skills. They group and sort found items by colour and build block towers, confidently identifying the number of blocks used.

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The provision is good

Children behave with care and consideration. They gently take peers and adults by the hand to share their discoveries and move thoughtfully around the garden. Children are particularly mindful of the childminder's pet rabbit Albie, responding positively to the childminder's reminders about being calm and gentle when interacting with him.

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need to do better?

n The childminder knows children well and gathers information from parents when they first begin to attend to identify their starting points. Each term, she reviews children's progress, highlights their strengths and plans for children's next steps in learning. The childminder shares these details with parents and encourages them to support learning at home. n The childminder builds strong and trusting relationships with parents. She shares information with them through daily conversations at drop-off and pick-up times. The childminder sends digital messages and photos during the day to help parents feel reassured and informed about their children's daily experiences. Parents describe the setting as 'warm and welcoming' and see the childminder and her staff as an 'extended family'. n The childminder supports children's health and well-being well. She encourages good hygiene routines, such as regular handwashing, and provides children with

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need to do better?

healthy snacks during the day. The childminder keeps up to date with current guidance and works with parents to provide nutritious and balanced lunch boxes. However, she does not consistently engage children in meaningful

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need to do better?

14 May 2025 discussions to help them understand the reasons for making healthy food choices to strengthen their understanding of the importance of good health. n Children display strong imaginative skills as they use tools to create pretend campfires. The childminder supports and extends their play, talking with them about the resources they will need and modelling ideas. She helps children to learn how to keep themselves safe. The childminder reminds them to be careful as they step over the pretend fire. She explains that the 'fire' is hot and suggests they place stones around the edge to prevent the 'fire' from spreading. n The childminder works closely with other professionals, including the local authority inclusion team and staff at other early years settings children attend. This helps her to provide consistent care and promote an inclusive environment. She visits other settings children attend to share information and help children to

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need to do better?

settle in. n The childminder supports children to be ready for school, providing opportunities to develop skills such as independence and self-care. She talks with children and parents about the move to school and plans to complete transition records to share key information with Reception teachers. However, she has not yet established effective relationships with professionals from schools that children go on to attend to share information and gain an understanding of their expectations to ensure a smooth transition in children's learning. n The childminder and the staff regularly reflect on their practice and make ongoing improvements to support children's learning. They tailor their individual training to meet children's needs and hold frequent meetings to share their own learning and support each other's development. The childminder seeks parents' views through annual questionnaires and uses their feedback to drive

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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 enhance opportunities for children to engage in meaningful discussions about healthy food choices to deepen their understanding of the importance of good health n strengthen partnerships with schools children will attend to enhance their understanding of their expectations and ensure a smooth transition in children's learning.

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Setting details

Unique reference number 2710113 Local authority Gloucestershire Inspection number 10388489 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder is located in Brockworth, Gloucestershire. She operates Tuesday, Wednesday and Thursday, from 8am to 5pm, all year round. The childminder works with two assistants. She provides government funded early education for children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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 childminder spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector through written testimonials. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 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.

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Inspection activities

14 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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