Childminder 100825

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder demonstrates warmth and kindness, offering children regular praise that helps create a caring and supportive environment. She provides a welcoming, homely setting, where children form strong, trusting relationships with her. The childminder responds gently to each child's needs and offers comfort when needed, helping them feel safe and secure. The children's affectionate responses show the strong bonds they have with her. By praising children's efforts, she helps build their confidence and self-esteem.

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The provision is good

The childminder shows a strong understanding of how children develop and carefully plans a wide range of activities that help build on what children already know and can do. She watches children as they play and clearly explains what they need to learn, why it is important and how she will help them learn it. She chooses resources that match each child's interests, such as dolls for children who enjoy role play or buckets and transport items for those interested in moving and carrying things. Because of this, children feel confident to make their own choices during their play.

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The provision is good

The childminder provides rich, real-world learning experiences that actively engage children and promote their curiosity. Activities such as caring for tortoises, using a hoover to clean up after breakfast and identifying the sounds of passing emergency vehicles help children to explore their senses and learn about the world around them.

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need to do better?

n The childminder supports children's behaviour with kindness and sensitivity. She teaches them to recognise emotions and make links between their behaviour and feelings. She models positive behaviour and listens and responds to children with respect, setting an excellent example. For example, calmly addressing road safety and encouraging positive social interactions with neighbours that children meet along the street as they go for a walk. n The curriculum for language and communication is generally well implemented, with regular opportunities for children to hear and use new vocabulary. However, the childminder occasionally introduces concepts that exceed the children's level of understanding, uses complex instructions or asks multiple questions in rapid succession. This limits children's ability to process information and formulate thoughtful responses. For instance, when asked to sort plastic and cardboard for

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need to do better?

recycling, younger children do not understand what is being asked of them. n Children learn to be healthy and active from an early age through well- established routines that promote responsibility and independence. They take part in tasks such as tooth brushing and cleaning, supported by the

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need to do better?

15 September 2025 childminder's clear guidance, encouragement and praise. Personal care is managed with sensitivity, using songs and positive reinforcement to engage children. The childminder promotes self-help skills, encouraging children to take responsibility for tasks, such as collecting their coats and shoes, fostering growing independence. n The childminder closely monitors each child's development, carrying out assessments every term. She places strong emphasis on emotional regulation, physical development and communication and language, aligning these areas with her curriculum. She keeps up to date with changes in the early years sector and regularly reads new research to deepen her knowledge of child development. n The childminder shares her enthusiasm of storytelling and books with children. Children show high levels of engagement at story time and show preferences for different characters. The childminder creates picture books with familiar story

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need to do better?

content, which is effective in capturing children's attention, promoting their participation and fostering a deep and lasting enjoyment of stories. n Parents consistently describe the quality of care and education as 'exceptional'. They value the childminder's nurturing approach and attentive engagement with each child. Regular communication, including daily updates, ensures families feel included, informed and connected to their child's progress. The childminder supports consistency between home and the setting, encouraging self-help skills that align with family practices, reinforcing learning. n Children enjoy regular outdoor experiences in their local community that support physical development and spark interest in the natural world. For example, the childminder takes children on regular walks to the allotment to dig for vegetables. Cultural events are meaningfully woven into the curriculum, helping

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need to do better?

children develop an awareness and appreciation of diversity. Inclusive resources, such as world instruments, enrich learning, resulting in a broad and engaging curriculum rooted in the world around them.

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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 support children's communication and language development further, consistently modelling correct language and using strategies to strengthen their understanding of new concepts.

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Setting details

Unique reference number 100825 Local authority Gloucestershire Inspection number 10399666 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 7 Date of previous inspection 10 December 2019

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Information about this early years setting

The childminder registered in 2000. She lives in the Longlevens area of Gloucester. She offers care Monday to Thursday from 7.30am to 5pm. The childminder normally works with an assistant and holds an appropriate level 3 qualification in early years education. The childminder offers government funded places.

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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 inside and 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 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

15 September 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

15 September 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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