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 form secure relationships with the childminder. They are happy and settled in her care. The childminder knows children well. She uses her knowledge to plan activities that reflect their interests. The childminder supports children to explore the environment and make independent choices about their play. Young children develop their imagination and communication skills. They act out simple stories with toy cars and the garage. Young children explore textures and practise hand- eye coordination. They are eager to scoop and move sand with diggers and dumpers. Older children develop early literacy skills. The childminder sits alongside children to support their play. She encourages them to as use chalk to write their names. Children are beginning to make links between letters and sounds and proudly state, 'M for Mummy'.

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The provision is good

The childminder offers a good balance of child-led and adult-led activities, helping children to build concentration, try new things and develop positive attitudes to learning. She leads music and movement sessions to support children's communication, listening and attention skills. Children respond with enthusiasm. They join in with familiar actions, stomp their feet and sing along to the music. The childminder is sensitive to the needs of younger children. She offers them ribbons to wave, so they can participate in a way that suits them. This helps all children feel included and supports their personal and social development.

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need to do better?

n The childminder completes mandatory training and meets with local childminders to keep her knowledge and skills up to date. She has a generally good understanding of child development. The childminder uses this knowledge to monitor children's progress. However, she does not consistently reflect on her practice to identify professional development opportunities to strengthen her subject knowledge and enhance the quality of education she provides. n The childminder has good partnerships with parents. She meets with them during induction and gathers information about children's existing knowledge, likes, dislikes, interests and routines. She uses this information to plan for their future learning. Parent feedback is positive. They praise her commitment and dedication to the role and feel fully informed about their children's progress and achievements. n The childminder builds effective partnerships with other settings that children

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need to do better?

attend. She communicates regularly with staff at local pre-schools through telephone conversations and emails to share information about children's learning and to exchange ideas that support their progress. For example, the childminder seeks suggestions from other settings children attend to help enhance their understanding of feelings and emotions at her setting. She uses

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need to do better?

17 June 2025 uses similar resources, such as books, to support this learning and promote consistency. n The childminder supports children's good behaviour. She reminds them of her expectations, such as being kind to their friends and taking turns. The childminder speaks calmly, explaining the consequences of children's actions when mistakes are made. However, her interactions do not always support children to learn how to manage their own behaviour or resolve minor conflicts because she does not offer enough guidance to help them understand how their actions affect the feelings of others. n The childminder promotes children's health and well-being generally well. For example, she reminds children to drink water after exercise and encourages them to wash their hands after using the toilet and before mealtimes. However, the childminder does not fully support children's understanding of effective hygiene practices. Children share a bowl of water and a towel to wash and dry

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need to do better?

their hands, increasing the risk of cross-contamination. n The childminder provides children with regular outdoor play opportunities in a designated part of her garden. Children engage in sensory activities, such as exploring sand and water. The childminder supports their problem-solving and coordination skills as they fill different-sized containers and use climbing equipment and slides. She keeps children safe in the sun, ensuring that there are shaded areas. The childminder reminds children to wear sun hats for protection in warm weather. n The childminder supports children's understanding of the world and their local community. She takes them on regular outings, such as visits to local playgroups and places of interest, such as the zoo. These experiences provide valuable opportunities for children to develop social skills and interact with peers of different ages.

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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 explore professional development opportunities to strengthen subject knowledge and further enhance the quality of teaching n provide children with more opportunities to manage their behaviour, so they learn to resolve conflicts and understand how their actions affect others n strengthen handwashing procedures to help children understand the importance of good hygiene and develop healthy personal care habits.

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Setting details

Unique reference number EY375667 Local authority Gloucestershire Inspection number 10394633 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 17 September 2019

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Information about this early years setting

The childminder registered in 2008. She lives in Berkeley, near Gloucester. The childminder offers care each weekday, from 8am to 6pm, all year round. 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 childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the 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

17 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

17 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

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