Childminder EY475692

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 thoroughly enjoy rich-learning experiences within the child-orientated play environment. They are familiar with the daily routine and upon arrival quickly settle at chosen activities, which are set out to reflect their interests. For example, the youngest children explore the sounds they make with musical instruments. Older children develop their small muscles as they use tweezers to search for items in the sensory box. They show great excitement when they find and retrieve small animal shapes and compare how many they find, with encouragement from the childminder. The childminder plans fun activities to encourage children to be physically active and to express themselves. For example, all the children jig around enthusiastically and join in actions to familiar tunes during daily music time.

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The provision is good

Every child receives nurturing support from the friendly, caring adults. The adults foster children's self-esteem, providing genuine praise and encouragement when children achieve, try new things and persevere with tasks. For example, children receive high praise and excitedly choose stickers to acknowledge successfully using the toilet. Children are full of smiles, and they show they are very happy and settled. They relate well to the adults and other children. The adults prepare children for the move on to school. They support children to develop confident social skills, independence and very good behaviour from a young age. All children help to tidy away resources and learn to manage their personal needs. Children learn good manners, to take turns, to follow instructions and to be kind to others.

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need to do better?

n The childminder has a very good knowledge of each child's abilities. She assesses children's progress and identifies what children need to learn next. Her curriculum builds upon what children know and can do. For example, she wants children to develop their early writing skills, so teaches them to hold pencils correctly and encourages them to draw and paint. n The childminder skilfully fosters children's communication and language development. The adults model speaking, initiate conversations and encourage children to share their ideas and recall past experiences. They provide a narrative to children's play and introduce new words to extend children's vocabularies, for example, as they read stories. Children communicate confidently and chat avidly about what they are doing. n The childminder instinctively helps children to learn about mathematical concepts of size, shape, positional language and counting. As children work

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need to do better?

together to complete a floor puzzle, the childminder provides verbal clues to help children find the correct pieces to fit together. She encourages children to recognise numerals and introduces simple calculations. Children confidently count how many objects are left when she takes away different quantities.

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need to do better?

26 August 2025 n The childminder uses her garden very well to foster children's understanding of the world and physical development. Children use the broad range of play equipment confidently under the vigilant supervision of the adults. They demonstrate their football skills, climbing skills and agility. The childminder draws children's attention to apples growing on her tree, and they recreate apple trees with play dough, twigs and buttons. Children explore and investigate water and sand. For example, they scoop and transfer sand to create 'ice creams'. n The childminder promotes inclusion well and adapts planned activities to ensure that every child can participate. Children see positive images that reflect diversity and learn about well-known cultural celebrations, such as Diwali and Chinese New Year. However, the childminder does not plan her curriculum consistently to help children to learn about one another's cultural backgrounds

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need to do better?

and uniqueness to further support their understanding of the world. n Parents praise the childminder and her assistants highly for their support. They attribute children's increased confidence, social skills and all-round developmental progress to the nurturing support that the childminding team provides. The childminder works with parents to identify where children are in their learning from the outset. She ensures that parents receive daily feedback and photos to share children's experiences in the setting. n Some children also attend pre-schools. The childminder establishes partnerships with some of the settings, but not all. She recognises the benefits of collaborative working but does not foster a two-way approach to children's learning to complement the experiences children have elsewhere. n The childminder evaluates practice and looks for ways to further develop her provision. She makes good use of ideas she gains from internet research and

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need to do better?

through links with other childminders. For example, she uses what she has learned to help children who need extra support to regulate their emotions.

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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 plan the curriculum more effectively to help children to value their uniqueness and learn about one another's cultural backgrounds to further support their understanding of the world n work proactively in partnership with other settings that children attend to foster greater two-way communication to ensure that children's learning experiences complement those they receive elsewhere.

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Setting details

Unique reference number EY475692 Local authority Gloucestershire Inspection number 10380373 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 16 Date of previous inspection 6 June 2019

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Information about this early years setting

The childminder registered in 2014. She lives in Abbeymead, Gloucester. The childminder works with two assistants. She offers childcare from 7.30am to 5.30pm, Monday to Thursday, and from 8am to 2pm on Fridays, all year round, except for family holidays. The childminder provides government funded childcare places.

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Inspection activities

n The inspector discussed the planned curriculum with the childminder and observed how she implements the educational programmes. n The inspector observed interactions between the childminder, her assistants and the children, and she spoke with them at appropriate times during the inspection. n The childminder discussed how she evaluates practice and the effectiveness of the provision. n The inspector looked at evidence of first-aid and safeguarding training and discussed how the childminder safeguards children's welfare. n The inspector took account of written testimonials from parents.

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Inspection activities

26 August 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

26 August 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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