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 safe and secure in the care of the warm and nurturing childminder. They form positive relationships with her and their peers, arriving happily and separating from parents or carers with ease. The childminder supports children's emotional well-being effectively. She offers babies cuddles and soothing words if they become unsettled. This quickly calms and reassures them. The childminder works closely with her co-childminder to create a stimulating environment where children confidently engage in self-chosen play. Children display positive attitudes to learning. They develop good social skills as they engage in imaginary play with their friends. Young children display high levels of curiosity. They excitedly explore musical instruments, experimenting with rhythm and sound.

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The provision is good

The childminder has designed an ambitious curriculum that supports children to develop emotional security, good communication and a lifelong love of learning. It lays a strong foundation for school readiness, nurturing children's confidence and encouraging exploration. Children display a keen interest in stories read enthusiastically by the childminder. They are eager to join in with familiar phrases. The childminder enhances their growing language skills. She asks thoughtful questions and encourages them to repeat challenging vocabulary, such as 'aliens', to develop clear pronunciation. Children behave very well. The childminder consistently nurtures their self-esteem and reinforces positive behaviour through praise and rewards. Children proudly receive stickers for good listening and beautiful singing at the end of activities.

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need to do better?

n The childminder knows children well. She gathers information from parents during induction about children's current routines, interests and developmental stages, and uses this to plan for their future learning. The childminder regularly reviews these plans and termly assessments to track children's progress and plan what they need to learn next. She provides the youngest children with experiences to help develop strength in their legs to aid their walking skills, for example helping them stand at the tray during sensory play activities. n The childminder supports children to lead their own learning. Children use their imagination to engage in a variety of creative play experiences. They re-enact real-life experiences, such as pretending to be hairdressers, styling their hair in front of a mirror. The childminder actively listens and extends their play, offering additional resources. For example, after providing chairs, children transform

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need to do better?

them into a make-believe car and pretend to drive to the beach. n The childminder promotes all children's sense of belonging through consistent daily routines. Children are eager to take part in morning circle time, joining their peers for shared learning experiences. During this time, the childminder

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need to do better?

4 June 2025 actively supports the development of key skills, such as counting from one to ten to build mathematical knowledge. She is enthusiastic about leading this learning and understands its value in preparing children for school. However, some activities remain more focused on older children's needs. Although younger children are engaged and enjoy observing their peers, the childminder does not always adapt her teaching or provide them with appropriate resources to further their learning and maximise their progress. n Children's health and well-being are well supported. The childminder promotes children's awareness of good hygiene practice, encouraging handwashing before and after mealtimes. Nutritious snacks and drinks are provided and the childminder communicates with parents to ensure that children's lunch boxes complement these healthy choices. During mealtimes, children sit up at the table, display good table manners and competently use cutlery to support their

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need to do better?

independence in eating. n The childminder builds strong partnerships with parents. She shares information daily through verbal conversations at drop-off and collection times, and regularly sends photographs to keep parents informed about their children's experiences at the setting. Parents' feedback is highly positive. They praise the 'nurturing and joyful space' and comment on the growth in their child's learning, particularly in confidence and curiosity. n The childminder and her co-childminder are reflective practitioners who strive to provide high-quality care and education. They stay updated with legislation and regularly engage in professional development. Together, they identify areas for improvement and continuously enhance the learning environment. While they reflect thoughtfully on their practice, parents' views are not yet consistently included in their self-evaluation process to help add families' perspectives in

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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 teaching during group activities to better reflect the developmental stages of younger children to fully support them to make the best possible progress n enhance the self-evaluation process to routinely seek and incorporate parents' views to drive ongoing improvements that reflect the needs and perspectives of families.

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Setting details

Unique reference number EY548629 Local authority Gloucestershire Inspection number 10398201 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 offers care from Monday to Thursday, from 8am to 4.30pm, apart from two weeks off, one of which is at Christmas. The childminder holds an appropriate childcare qualification at level 3. She works with a co-childminder. The childminder provides government-funded early education for children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder talked to the inspector about their curriculum and what they want the children to learn. 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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