Childminder in Somerset

Inspection date

Previous inspection date 1 February 2017 14 February 2014

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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 works well to improve her practice and provide good quality outcomes for children. For example, following training, she provides wider opportunities that encourage children's creativity. Her good monitoring of activities and children's progress shows these activities have also helped to increase children's hand-eye coordination.  Children make good progress from their starting points. The childminder uses her clear and evaluative observations of children to make regular, precise assessments, and to plan for future learning.  Very good settling-in procedures help all children, but particularly babies, to quickly feel at home with the childminder. They enjoy affectionate relationships with her, and their good self-esteem shows they feel emotionally secure.  The childminder has very good relationships with parents. She keeps them well informed about their children's progress and next steps in learning. Parents provide

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This provision is good

frequent feedback about learning activities at home, which the childminder uses well in her assessments and planning.

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It is not yet outstanding because:

 Children who prefer to learn outdoors have few opportunities to engage in learning experiences across all areas of the curriculum.  Sometimes, the childminder does not give very young children enough time to think and respond to her questions and new ideas.

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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

 develop outdoor activities to provide a wider range of experiences for children who prefer to learn outside  allow very young children more time to think and respond to questions and new ideas.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities.  The inspector talked to the childminder about how she plans activities and monitors children's progress in learning.  The inspector spoke to children and read feedback from parents.  The inspector sampled required records, including safeguarding procedures, and talked to the childminder about how she protects children from harm.

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Effectiveness of the leadership and management is good

The childminder's good self-evaluation helps her to prioritise improvements that have the most impact on children's learning. For example, she regularly takes children to a singing group where they use sign language. The childminder has developed her knowledge of signing and now uses it alongside speech with the children. This particularly helps babies and very young children with little language to communicate their needs, and prevents them becoming frustrated by being unable to talk. Safeguarding is effective. The childminder shows a good understanding of local safeguarding procedures. She is clear about what to do to help protect children from harm.

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Quality of teaching, learning and assessment is good

The childminder plans very well to ensure that activities are interesting and challenging to children. She uses stories very effectively as the starting point for a good range of activities in which children are keen to participate. For example, following a story about a caterpillar, the childminder encouraged children to compare toy caterpillars to the one in the book and identify the differences. Children chose fruits from the story for their snack and compared, for example, how many strawberries they had to those eaten by the caterpillar. They made pictures of caterpillars and counted the number of legs with the childminder. The childminder supports children's developing speech and language very well. For example, when it was time to tidy up she encouraged very young children to name each toy as they put them away. When children add a new word to their vocabulary, she encourages them very effectively to use this in different contexts to

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Quality of teaching, learning and assessment is good

reinforce their understanding. For example, when children said that a story was 'fabulous' she encouraged them to talk about other things they think are also fabulous.

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Personal development, behaviour and welfare are good

Children are confident and well behaved. They are caring towards each other. For example, children give each other hugs if they get upset or fall over. Children enjoy being active indoors and outdoors, developing good physical skills. They visit local parks with the childminder, where they develop confidence as they use large apparatus. They ride cars and play games in the childminder's garden. The childminder takes children regularly to visit the library, shops and places of interest, helping to develop children's awareness of their community.

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Outcomes for children are good

Children develop good skills that prepare them well for the next stage in their learning, including going to school. For example, they regularly attend local groups where they learn to interact and socialise with others. Children confidently make decisions, choosing resources to develop their play, and deciding when they want to play outside.

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Setting details

Unique reference number EY435861 Local authority Somerset Inspection number 1069104 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 5 Number of children on roll 1

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Name of registered person

Date of previous inspection 14 February 2014

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Telephone number

The childminder registered in 2014 and lives in Frome, Somerset. She operates Tuesday to Friday from 8.30am to 5.30pm, all 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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