Vine, Linda Mrs

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 demonstrate they feel safe and secure with this nurturing childminder, who creates a warm, home-from-home environment. They understand her expectations and follow daily routines. For example, they know to sit at the table at snack time. Children are learning to use good manners. The childminder gently reminds them to say please and thank you.

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The provision is good

The childminder knows the children and their families well. She gathers information from parents during induction about children's routines, likes and dislikes, and uses this information to plan for their learning from the start. The childminder focuses her curriculum on building children's independence and confidence, preparing them for the next steps in learning, such as moving to pre-school or school. She encourages children to complete tasks themselves. For example, to tidy up when they have finished playing or putting wipes in the bin after wiping their hands. The childminder supports children's communication and language development well, speaking to them during their play. The childminder introduces the names of colours and shapes to enhance their early mathematical knowledge. Children demonstrate emerging problem-solving skills as they fit shapes into a sorter. They use some shape names, such as heart and star. Children correctly identify the

p.2

The provision is good

colour red, matching it to the corresponding shape.

p.2

need to do better?

n The childminder keeps her mandatory training up to date and meets with local childminders to stay informed about best practice and changes in legislation. She reflects on her practice and recently enhanced her outdoor learning environment to support children's understanding of the world. The childminder teaches children to respect nature and stay safe while exploring it. Children help plant and care for flowers, observe bees at a bee house and listen for nesting birds. n The childminder provides a range of resources to create a learning environment, where children can explore and make some choices about their play. She offers guidance to support and extend children's experiences and introduce new ideas. However, the organisation and storage of some resources limits children's independent access, and the childminder's frequent suggestions about what to use during play reduces opportunities for children to make their own choices and

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need to do better?

lead their own learning. n The childminder provides children with activities that support their concentration and hand-eye coordination. Children develop strength in their hands in preparation for early writing. They carefully thread wooden beads onto a lace. The childminder engages children in thoughtful conversations, suggesting they make a necklace. She gently corrects children when they misname animal beads, introducing correct vocabulary such as 'penguin'.

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need to do better?

21 May 2025 n Children benefit from daily opportunities for fresh air and exercise as they play outside in the childminder's garden. Children display good physical development and coordination skills. They ride on push-along cars and scooters, moving them with their feet. The childminder suggests they play ball games, such as catch to support their cooperative play. She demonstrates how to throw and catch the ball, reminding the children to bring their hands together. Children are eager to take turns and throw the ball to their friends. n The childminder promotes positive behaviour and reminds children to be kind, share and take turns. She offers children praise for their efforts and celebrates 'wow moments' to boost their self-esteem. However, when children struggle to regulate their behaviour, the childminder does not consistently provide clear explanations about why certain behaviours are inappropriate or help them to

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need to do better?

fully understand the impact of their actions on the feelings of others, to further promote their self-regulation skills. n The childminder supports children's good health. Children wash their hands before mealtimes. The childminder provides guidance to parents on suitable items for their children's lunch boxes, for example, to avoid adding sugary snacks. The childminder reminds children to eat their sandwiches first to encourage balanced eating habits and ensure they consume more nutritious food before other items. n The childminder builds strong partnerships with parents. She keeps them informed about their children's learning and gathers information about learning at home through daily conversations and digital messages. Parents' feedback is positive, describing the childminder as a caring, dedicated and a supportive role model for their children.

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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 enhance the organisation and accessibility of resources to fully promote children's choice and support self-led learning n strengthen behaviour management approaches to better support children to develop their self-regulation skills and understand how their actions affect others.

p.3

Setting details

Unique reference number 100935 Local authority Gloucestershire Inspection number 10394547 Type of provision Childminder

p.4

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 7 Date of previous inspection 12 September 2019

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Information about this early years setting

The childminder registered in 1989. She lives in Northway, in Tewkesbury, Gloucestershire. She offers care between the hours of 8am and 5.30pm, Monday to Friday, all year round. The childminder occasionally works with an assistant. She provides government funded early education for children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 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

21 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

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