Childminder EY547066

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

The childminder delivers an ambitious, well-planned curriculum that reflects high expectations for all children. She tailors learning experiences to children's interests and starting points, using accurate observations to identify and address gaps in development. Children with special educational needs and/or disabilities receive targeted, effective support through close collaboration with families and professionals. Flexible planning ensures these children make sustained progress. This enables all children to achieve well and contributes to their sense of safety, security and happiness.

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The provision is good

The curriculum places a strong emphasis on outdoor learning, which is a clear strength of the setting. The childminder has created an inspiring, well-resourced garden that enhances children's learning experiences. Staff plan sensory-rich, imaginative experiences that ignite curiosity and sustain engagement. Children show high levels of focus and enthusiasm as they explore materials and take part in hands-on play that promotes physical development, including activities such as role playing at a 'lemonade station' or experimenting with soap and water. Children confidently use large sponges and hand tools to manipulate water, proudly commenting, 'I squeeze my muscles.' These activities effectively strengthen hand muscles, directly supporting the development of both fine and gross motor skills. Children confidently describe their actions and demonstrate pride in their achievements.

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need to do better?

n The childminder places a strong focus on developing children's communication and language skills to build confidence and prepare them for future learning. She models language effectively, uses praise purposefully and weaves songs and rhymes into daily routines to support vocabulary development. However, staff frequently use closed questions and do not allow children enough time to respond, which limits opportunities to extend language and deepen thinking. n Children develop a secure understanding of the world and their role in protecting it. During activities such as an ocean clean up, they show curiosity and active engagement. The activity prompts meaningful discussion, with children making thoughtful comments about pollution and its effects, such as 'Because they get sick and they get wrapped up by the rubbish.' Statements like, 'The fish can swim happily now,' reflect their developing environmental awareness and

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need to do better?

growing sense of responsibility for the natural world. n Children build warm, secure relationships with the childminder and her assistants. Staff model positive behaviour and promote respectful interactions, which supports children to behave well and use good manners. This prepares them well for the next stage in their education. However, some staff do not

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need to do better?

11 July 2025 apply behaviour expectations consistently during play. This inconsistency gives children mixed messages and hinders their ability to develop self-discipline and follow instructions. n The setting builds strong, purposeful partnerships with parents. Staff share clear, regular updates on children's progress and involve families in identifying next steps. Home-to-setting packs extend learning effectively and ensure continuity. The childminder consistently informs parents about their children's learning and development. Parents speak positively about the progress their children make. n Staff receive and act on frequent, targeted feedback that strengthens their practice. The childminder prioritises ongoing professional development through regular, relevant training. The team consistently upholds core family values, which they view as central to their work. The childminder actively engages with

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need to do better?

other childminders to stay informed and regularly introduces new research to enhance staff knowledge and practice. n Personal, social, and emotional development is central to the curriculum. The dedicated sensory room offers a calm, supportive space that promotes emotional regulation through thoughtfully selected resources. Children explore complex topics, such as internet safety, consent and bereavement with maturity and understanding. Staff consistently model empathy, resilience and self-awareness, effectively nurturing these qualities in children. n Health and hygiene routines are firmly embedded in daily practice. Children take part in supervised toothbrushing using colour and number-coded brushes, both in the setting and at home, promoting consistency and routine. The childminder actively encourages healthy choices, including offering fruit for children to take home. She supports children's independence through well-established self-care

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need to do better?

routines, such as toileting and handwashing, which build confidence and promote good habits.

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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 strengthen the mentoring and coaching of all staff to use open-ended questions and allow children more time to respond, enhancing opportunities to extend language and deepen thinking n apply behaviour expectations consistently during play so that children receive clear and consistent messages that support their ability to follow instructions reliably.

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Setting details

Unique reference number EY547066 Local authority Gloucestershire Inspection number 10398353 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 12 Number of children on roll 23 Date of previous inspection 16 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Gloucester. She operates all year round from 7.30am to 5.30pm, Monday to Friday. The childminder holds a childcare qualification at level 3. The childminder offers government funded places. The childminder always works with an assistant.

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Inspection activities

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 childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided outside and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector carried out a joint observation with the childminder of children at play with an assistant in the garden, and discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

11 July 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

11 July 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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