Childminder EY360102

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 their experiences with the friendly, caring childminder. They receive nurturing support, praise and encouragement from the childminder, fostering their self-esteem. She shows genuine excitement when children achieve. For example, toddlers receive high praise when the childminder hears them speak and as they show great skill in building a tall wooden block tower. The childminder models good manners. She helps children to follow instructions well and to learn to take turns and share. Children relate well to the childminder and show confidence to interact with unfamiliar people.

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The provision is good

The childminder implements her curriculum effectively and promotes children's all- round development well. Children under the age of three explore, investigate and join in with the good range of activities that the childminder plans to promote their learning. The childminder knows what children need to learn next and extends children's learning as they play. She promotes children's communication and language development very well, using songs, rhymes, books and puppets to support this. She narrates children's play and introduces new words to extend their developing vocabularies instinctively. She responds well to children's non-verbal communication as young children make their needs known. She also fosters children's physical development well. Babies develop their mobility, for example pulling themselves up to stand. All children enjoy daily fresh air and exercise. They develop their agility when they go out in the garden, go for walks, use play

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The provision is good

equipment at local parks and explore soft-play centres.

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need to do better?

n Toddlers receive care tailored to their individual needs to ensure their physical and emotional well-being. The childminder gives reassuring cuddles as needed, identifies and responds sensitively to signs of hunger and adapts her routine to enable children to nap as required. The childminder responds quickly to runny noses and wipes their hands with flannels before they eat. The childminder promotes healthy eating and supervises children closely while they eat to minimise the risk of choking. She recognises the importance of oral health but does not actively teach children how to look after their teeth. n The childminder introduces children to some mathematical concepts, such as size, shape and quantity. Children show interest in shapes and numerals illustrated on posters displayed, and the childminder helps them to learn the names of what they see. She introduces mathematical language. For example,

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need to do better?

as children build with wooden blocks she counts and describes the towers they build as 'high' and 'tall'. She also encourages children to recognise colours. n Children develop a love for books and music. They show interest in illustrations and smile as the childminder reads stories and repeats animal names. They learn

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need to do better?

15 September 2025 to turn the pages and explore textures in touch-and-feel books. Children enthusiastically select tags from the song bag, and the childminder sings chosen songs with gusto. Children join in with action rhymes and delight at 'rowing the boat' with the childminder, developing their coordination. n Each day, the childminder takes children out to enhance their play and learning experiences. For example, children develop their independence and social skills at various playgroups. The childminder uses opportunities that arise to help children to learn about the local community and to value diversity. Recently, she started taking children to a care home, and they enjoy singing with the residents. Children enjoy the life experiences the childminder plans with other childminders and the children in their care. For example, they go on bus and train journeys to places of interest to gain greater understanding of the world.

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need to do better?

They have great fun exploring a beach, visiting farms and spotting lion sculptures during a city visit. Children learn about seasonal changes as they explore the local arboretum. They discover bluebells in spring and explore fallen leaves in autumn. n The childminder evaluates her practice and has many ideas, not yet implemented, to enhance children's learning experiences. She completes training, for example, to keep her safeguarding knowledge up to date, and she also attends online meetings to share practice with other childminders. n The childminder develops excellent partnerships with parents to identify where children are in their development from the outset and to support their ongoing care and learning. Parents report that their children are settled and extremely happy in the childminder's care. They praise the support the childminder gives their families. The childminder uses an online app to encourage the two-way

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need to do better?

sharing of information. Parents appreciate the photos and written information about their children's care and progress, alongside daily conversations.

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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 help children to develop their self-care skills, with particular regards to learning about oral health.

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Setting details

Unique reference number EY360102 Local authority Gloucestershire Inspection number 10407595 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 4 Date of previous inspection 14 January 2020

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Information about this early years setting

The childminder registered in 2007 and lives in Cinderford, Gloucestershire. She operates from Monday to Thursday, from 8am to 5pm, all year round. 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 and the children and spoke with them at appropriate times during the inspection. n The childminder and the inspector discussed how she evaluates the effectiveness of her provision. n The inspector looked at evidence of first-aid training and discussed how the childminder safeguards children's welfare. The childminder showed the inspector samples of curriculum planning documentation and some photos of the children's experiences. n The inspector took account of written testimonials from parents.

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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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