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 Good

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The provision is good

Children demonstrate that they feel happy and secure at this warm and welcoming setting. The childminder builds strong relationships with families during the induction period, gathering information about each child's routines, interests and individual needs. She uses this information to help settle children, to provide tailored care and to plan for their learning from the outset. The childminder and her co-childminder develop a curriculum that promotes children's confidence and curiosity. They rotate resources to support planned themes and children's interests. This helps to keep the environment fresh and motivates children to play and explore. Children make good progress in all areas of their learning and development. They confidently choose how and where they play, such as indoors or outdoors. Children understand and follow clear behavioural expectations. Children display good social skills. They play alongside their friends, share and take

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The provision is good

Children's health and well-being are promoted very well. They have regular access to the childminder's inviting garden. Children develop strength in their bodies. They develop coordination skills as they walk across colourful stepping stones and ride balance bikes. The childminder supports children to develop their fine motor skills and hand-eye coordination. Children use knives safely to chop and prepare vegetables as they play in the outdoor kitchen. Children are developing good imagination skills. They pretend to cut down a tree and make soup to share with their friends.

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need to do better?

n The childminder builds strong partnerships with parents, beginning with a home visit during the induction period to understand each family and how best to support their child. She maintains ongoing communication through daily conversations, shared photographs and learning journals. Parents' feedback is highly positive. They note that the childminder and her co-childminder have been a consistent and positive presence in their children's lives, and they have helped lay a foundation for children to flourish with confidence and curiosity. n The childminder is attentive to each child's individual needs and quickly recognises when they are becoming tired or hungry. She promptly adjusts routines, taking them inside for an early lunch and settling them down for a nap. Children rest in comfortable and familiar surroundings. The childminder continually monitors children's well-being. She uses a video monitor and

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need to do better?

completes regular physical checks to ensure that they are safe and well. n The childminder plans play activities to broaden children's experiences and deepen their understanding of the wider world. For example, children learn about different cultures as they taste different foods to celebrate Lunar New

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need to do better?

4 June 2025 Year. However, the childminder does not provide children with enough experiences to support their understanding of difference between themselves, their families and their immediate communities to develop a deep awareness of what makes them unique. n Children develop good communication and language skills. The childminder's interactions are natural, supportive and respectful. She engages children in spontaneous conversations as they play. The childminder provides children with clear explanations to support their understanding of good behaviour. For example, children receive stickers for good listening and beautiful singing. However, at times, the childminder's interactions do not always fully support children to extend their learning in the moment. For example, during mealtimes, the childminder does not engage children in meaningful discussions to support their understanding of nutrition and health.

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need to do better?

n The childminder and her co-childminder work effectively to prepare children for the move to school. They help children develop independence in managing their personal care and encourage them to ask adults for help when needed. In the summer term, the childminder completes final assessments of each child's learning and shares this information with their future teachers. This helps children to receive appropriate support and make a positive start to school life. n The childminder and her co-childminder regularly reflect on the service they provide. They discuss what they do well and identify areas for improvement. For example, the childminder recently introduced opportunities for children to pour their own drinks at snack time to further promote independence. The childminder attends training to keep her knowledge and skills up to date and regularly reviews current government guidance. For example, she recently

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need to do better?

updated the setting's healthy eating policy in line with the latest nutrition guidance and plans to share this with parents.

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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 provide children with even more experiences to explore and celebrate differences in family structure and communities to deepen their understanding of what makes themselves and others unique n strengthen interactions with children, providing meaningful explanations to further extend their learning.

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Setting details

Unique reference number EY548613 Local authority Gloucestershire Inspection number 10398195 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 11 Date of previous inspection 8 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Saul, Gloucestershire. She operates from 8am to 4.30pm, Monday to Thursday, all year round, apart from two weeks off, one of which is at Christmas. The childminder works with a co-childminder. She provides government-funded early education for children.

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Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. They discussed how they ensure that the premises are safe and suitable. n The children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, 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 provided the inspector with a sample of key documentation on request.

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Inspection activities

4 June 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 June 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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