Childminder EY343519

Overall effectiveness Outstanding

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

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The provision is outstanding

Children thrive and make exceptional progress. They choose freely from a wide range of interesting resources and activities, as well as exciting outdoor experiences such as attending forest school. Children are deeply engaged in activities and develop the ability to problem-solve and manage their own feelings and behaviours when negotiating with other children. Children are very happy, secure and confident and develop excellent social skills. For example, they proudly show their photographs and talk about their learning experiences with the visitor. Children show high levels of confidence and have a very positive sense of themselves.

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The provision is outstanding

Children develop very good creative skills though exciting art and craft activities. They use their imagination extremely well, frequently dressing up, dancing, singing songs and acting out their favourite films. Children always demonstrate exemplary manners and behaviour. For example, they count the marbles to make sure that each has enough to test out their marble runs. Children develop some key skills for their next stage in learning, for example using tongs to put objects in trays in order to strengthen their hand muscles for early writing. They develop high levels of independence as they persevere with fastening their own shoes. The childminder has high expectations of the children and gives them plenty of time and patience so that they can develop confidence in themselves and their own abilities.

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need to do better?

n The childminder has formed highly positive partnerships with parents. Parents speak extremely highly of the communication they receive about their children's learning and are fully involved in supporting their next steps at home. Parents appreciate how their views are valued, and the childminder implements their ideas into her planning. They work extremely collaboratively to support children's well-being, learning and development. n The childminder shows an exceptional knowledge of how to promote children's learning and development. She skilfully weaves learning into every opportunity and routine. For example, when children tidy up, she encourages them to compare which toys are 'heavier'. At snack time when children make snowmen with their fruit, they talk about size and the quantities they need for the different body parts. n The childminder has highly effective systems for reflecting on her practice and

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need to do better?

makes ongoing improvements to benefit the children. For example, she takes children to a field where they can climb trees and make dens. Children have plenty of outdoor physical activity and learn how to take managed risks in a safe environment. n Children particularly excel in their communication and language development.

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need to do better?

12 February 2020 For example, when children talk about the 'gloop melting', the childminder introduces alternative words such as 'dripping', and when they say it is 'hard to mix' she says it is 'stiff'. The childminder works very closely in partnership with other professionals connected to children's development, to offer children consistent support. Children whose language is not reaching expected levels of development make outstanding progress over a short period and any gaps in development have quickly closed. n The childminder enables children to develop high levels of curiosity and offers constant support for them to solve problems. For example, she questions children skilfully as they build complicated marble run designs to test and see if the marbles will run through. n The childminder is highly skilled and sensitive in helping children form strong and secure relationships. Children demonstrate that they have strong

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need to do better?

attachments with her. For example, when they hurt themselves, they quickly go to her for comfort and reassurance. Parents report their children 'love' going to the childminder and they know their children are 'safe and happy'. n The childminder works very closely with schools and nurseries in the area to ensure that children's moves to school and nursery are positive. For example, she provides detailed information about children's next steps to adults at other settings attended by children, to provide exceptional continuity in children's learning. n The childminder works closely with schools and nurseries in the area and provides detailed information to ensure that transitions to school and nursery are positive and effective. Children have made exceptional progress and exceed age- related expectations with strong collaboration from parents and families.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children's welfare is central to the work of the childminder and she has a high level of understanding of her role in keeping children safe. She ensures risks are assessed regularly and meticulously in the home and when accessing other groups and resources in the community. The childminder has a clear understanding of how to identify signs that may concern her about a child's well-being and the correct process to follow to keep children safe. Children's experiences are enhanced through access to forest school and the outdoors, which is very carefully monitored and assessed for their safety.

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Setting details

Unique reference number EY343519 Local authority Gloucestershire Inspection number 10125618 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 4 Number of children on roll 14 Date of previous inspection 18 November 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Bishops Cleeve, Gloucestershire. She operates Monday to Thursday from 7.30am to 5.30pm, during term time only. The childminder holds a relevant qualification at level 3. She is in receipt of funding to provide free early education for children aged three and four years.

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Inspection activities

n The inspector observed activities and the childminder's interactions with children throughout the inspection. n Children's assessment, observation and planning information was seen and discussed. n The inspector read parents' testimonials to gather their views about the service and their children's progress. n The childminder and the inspector discussed children's progress and expected levels of development. n Disclosure and Barring Service records for the childminder and family members were seen, along with qualifications and first-aid training.

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Inspection activities

12 February 2020 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

12 February 2020 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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