Childminder in Somerset

Inspection date

Previous inspection date 3 October 2016 13 May 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder accurately assesses and tracks children's progress. This helps her to identify any potential gaps in children's learning and to access appropriate support to make sure that all children make good progress from their starting points.  The childminder uses her knowledge and skills from training and networking well. For example, she provides clear statements to children's actions and builds their vocabulary to help them gain good communication and language skills. She shares these ideas effectively with parents to support a consistent approach to children's development.  There are good opportunities for children to make decisions about their play. The childminder listens to children's ideas and respects their choices, such as what resources they should use and whether to play outside.  Children have high self-esteem and strong bonds with the childminder. The childminder consistently praises children, providing encouragement and celebrating their

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It is not yet outstanding because:

 The childminder misses opportunities to support children's interest more in writing numbers.  Although the childminder provides a safe and secure environment, she does not consistently support children to learn how to assess potential risk for themselves, and understand and engage in practices and activities that keep them safe.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 increase opportunities to support children's interest in writing numbers  provide opportunities that encourage children to learn to assess potential risks and understand practices that help them to stay safe.

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Inspection activities

 The inspector observed the childminder's interactions with children as they played in the home and outside.  The inspector discussed children's learning and assessment arrangements with the childminder.  The inspector sampled a range of documentation including children's assessment records, the childminder's self-evaluation, and her policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her responsibilities to report any concerns she has about a child. She provides a safe and secure environment and in particular, has a good understanding of e-safety. Since the last inspection, the childminder has improved how she shares information with other early years settings, to consistently meet children's care, learning and development needs. This is particularly evident in the support given to children with special educational needs as they make the move to pre-school. The childminder evaluates her provision effectively to make improvements. For example, she has identified the need to support children more to manage their feelings, for example, through using 'emotion cards'.

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Quality of teaching, learning and assessment is good

The childminder plans effectively to meet children's interests and next steps. She provides a good range of stimulating activities and resources that supports children's learning well. The childminder gives children time to explore at their own pace and interacts well to challenge their development further. Children show good control and coordination as they create structures with wooden blocks, sorting them by colour and carefully lining up the shapes in a particular pattern. The childminder encourages children to count the blocks and introduces them to simple calculation effectively. Children engage well in familiar songs and are fascinated with the animal finger puppets the childminder uses. The childminder gives children the time to respond to instructions and to complete missing words from the songs. Children enjoy their time outside. For example, they use rollers dipped in water to make marks on the wall and develop their early writing skills.

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Personal development, behaviour and welfare are good

Children form strong bonds with the childminder and build friendships with other children. The childminder is respectful, for example, asking the children permission to take photographs, which helps support their emotional well-being. The childminder is a good role model, helping children learn about keeping themselves healthy. Children show a good understanding of daily routines, for example, they know the importance of washing their hands. The childminder makes good use of the local environment, for example, nature walks, to encourage children to learn about the world around them.

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Outcomes for children are good

Children develop the skills required to support their future learning and eventual move to school. They concentrate well as they solve problems and are encouraged to think critically. For example, children try different methods to stop the wooden bricks sliding from the toy truck, before deciding which solution is more successful. Children develop good independence, for example, putting their shoes on without help to play outside.

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Setting details

Unique reference number EY454214 Local authority Somerset Inspection number 1063081 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 13

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Telephone number

The childminder registered in 2013 and lives in Cotford St Luke, near Taunton, Somerset. She is a qualified primary school teacher. The childminding service operates from 7.30am until 6pm each weekday throughout the year.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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