Childminder 101007

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 arrive to a warm, calm and well-organised setting where they feel safe, valued and eager to join in. Relationships are highly nurturing. The childminder knows children well and responds swiftly, whether settling a tired toddler or sensitively supporting feeding. The childminder establishes clear routines and boundaries that help children to feel secure. Children behave kindly and confidently, and older children model empathy and help their younger peers.

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The provision is good

The curriculum is flexible, ambitious and guided by each child's starting points and interests. The childminder nurtures children's language, thinking and curiosity through books, outdoor exploration and trips into the community. For example, learning is adapted and extended by linking outings to stories, such as visiting the forest to enhance children's experiences and understanding of the book, 'Stick Man'. The childminder skilfully weaves communication, early mathematics and emotional literacy into play. Children are engaged, challenged and make good progress.

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The provision is good

Provision for children with special educational needs and/or disabilities is a notable strength. The childminder identifies when children are at risk of falling behind. She works closely with families and other professionals to provide targeted support and to adapt the environment, if needed, to enable all children to fully participate in learning that meets their individual needs.

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need to do better?

n Relationships with children and families are exceptionally strong. Parents describe the childminder as 'one in a million' and 'amazing', highlighting the significant impact she has had on their children's confidence, social skills and development. Clear, consistent communication through daily updates and face- to-face discussions ensures that families feel reassured, well informed and highly valued. n The childminder has a clear understanding of what she wants children to learn. She captures children's curiosity, builds securely on their starting points and promotes deeper learning across all areas of development. For example, she uses outdoor exploration, craft activities and puppets to bring stories to life. n The childminder organises the learning environment, indoors and outdoors, to promote children's confidence and motivation to learn. Children independently access books, toys and cultural displays that reflect diversity and promote

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need to do better?

curiosity. They explore the well-equipped garden, enjoying a wide range of opportunities to develop their physical skills, such as jumping on the trampoline and exploring in the den. n The childminder plans exciting opportunities that extend children's learning

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need to do better?

22 August 2025 according to their next steps. She has high ambitions for all children and ensures that all children make sustained progress from their starting points. However, on occasion, activities are not adapted to maintain younger children's attention and focus, meaning they lose interest. The childminder is reflective of her practice and accesses training to consistently improve the service she provides. n The childminder strongly promotes children's communication and language development by modelling correct speech and embedding new vocabulary into everyday interactions. She responds sensitively to children's needs, providing reassurance and encouraging them to share their thoughts and ideas. The childminder nurtures children's social and emotional development effectively. For example, she shares stories that help children to identify and name their feelings and express their emotions. This helps children to learn to manage their own

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need to do better?

behaviour. n The childminder skilfully promotes children's independence by encouraging them to take responsibility for their personal care, such as toileting and handwashing. Through her support, children grow in confidence, self-esteem and resilience, while developing key skills that prepare them well for the future. n Children behave positively and respond well to the clear boundaries and expectations set by the childminder. She consistently encourages the use of good manners, such as saying 'please' and 'thank you', and nurtures respect and kindness towards others, helping children to develop strong social skills and build positive relationships. n The childminder nurtures children's curiosity about the world around them. For example, when children notice an aircraft flying overhead, she uses a plane app to help them to identify it. This supports their growing understanding of the use of technology, develops their language and helps them to make sense of what

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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 adapt learning opportunities more precisely to children's individual needs so that all children remain fully engaged and appropriately challenged in their learning.

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Setting details

Unique reference number 101007 Local authority Gloucestershire Inspection number 10407386 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 21 Date of previous inspection 8 January 2020

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Information about this early years setting

The childminder registered in 2000. She lives in the Brockworth area of Gloucester. The childminder provides care throughout the year, from 7am to 6pm, and she offers overnight care. The childminder holds a level 3 qualification. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed with the childminder how the provision is organised, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education, indoors and outdoors, and evaluated the impact on the children's learning and development. n The inspector reviewed a sample of documentation on request. n The inspector and the childminder carried out a joint observation of a group activity. n The inspector observed the children's daily routines, including mealtimes, sleep times and transitions from one activity to another. n The inspector gathered the views of parents and children through emails, discussions and written feedback.

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Inspection activities

22 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

22 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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