Childminder in Somerset

Inspection date

Previous inspection date 27 February 2017 14 May 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 Outstanding 1

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This provision is good

 Children are highly confident and their self-esteem is excellent. The childminder makes sure that children are extremely well prepared emotionally for changes in their lives, such as when they start pre-school. Children's confidence in their abilities is very high. They show through their relationships with the childminder and each other that they feel extremely emotionally secure.  Children make good progress from their starting points. The childminder works closely with other professionals to ensure a consistent approach to planning for future learning. She uses her good observations well to monitor children's progress and identify and address any gaps in their learning.  The childminder works effectively to ensure good quality outcomes for children. Her self-evaluation is good and helps her to make clear action plans for ongoing improvements that further support children's learning. She involves children well, for

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This provision is good

example, including their ideas for improving outdoor learning resources.

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It is not yet outstanding because:

 Children have few opportunities to develop their understanding of number when outdoors.  Although the childminder shares and receives regular updates from most parents about children's learning needs, she does not encourage all of them to share more detailed information of learning at home, to help inform her planning for future learning.

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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

 support children's understanding of number further, particularly when outdoors  encourage all parents to share more detailed information about what children learn at home.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities.  The inspector read feedback from parents and had discussions with children.  The inspector discussed the childminder's self-evaluation with her and how she prioritises improvements.  The inspector reviewed safeguarding procedures and talked to the childminder about how she protects children from harm.  The inspector reviewed the effectiveness of observation and assessment, and how the childminder monitors children's progress.

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Effectiveness of the leadership and management is good

The childminder continually seeks opportunities to improve her knowledge to further extend children's learning. She makes good use of training and professional networks to develop her skills, and monitors the positive impact on children's learning. For example, following training to develop outdoor play, she has made many changes to make the garden more exciting. She provides a wider range of opportunities across most aspects of the curriculum, to better support children's learning outdoors. Safeguarding is effective. The childminder has a very good understanding of local safeguarding procedures. Her thorough child protection knowledge helps her to keep children safe from harm.

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Quality of teaching, learning and assessment is good

The childminder plans interesting and challenging activities that children are keen to explore. For example, having previously talked about rainbows, they enthusiastically made their own rainbow pictures. The childminder encouraged children to remember the number and the order of colours in a rainbow, and they referred to books to see if they were correct. Children concentrated very well as they made unique and colourful rainbow collages. The childminder encouraged children effectively to include their own ideas, for example, their favourite colours not normally found in a rainbow. The childminder plans very well to ensure all children can participate equally. For example, she made sure that flour for making pancakes was suitable for all children's dietary needs.

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Personal development, behaviour and welfare are outstanding

Children's behaviour is excellent. The childminder is an extremely positive role model who shows immense respect for children's feelings. Children copy this and express their emotions very well. For example, they talk about how they would feel if someone did not want to share with them. The childminder very skilfully supports young children who do not yet have sufficient language to express themselves to use their extremely good knowledge of sign language to supplement speech. This has an enormous impact on their behaviour as they do not become frustrated by being unable to communicate their needs. Children's health awareness is excellent. Children understand that they need regular exercise to remain healthy, and thoroughly enjoy being active. Young children know the importance of thorough handwashing and gleefully talk about 'germs'.

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Outcomes for children are good

All children develop good skills that prepare them well for the next stage in their learning, including school. Children are very independent and prefer to work things out themselves before asking for help. For example, they struggled to open their packs of raisins at snack time. They stated that they did not want the childminder to do this for them and, after examining the box carefully, they successfully identified which end to open.

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Setting details

Unique reference number EY232046 Local authority Somerset Inspection number 1068620 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 2003 and lives in Yeovil, Somerset. She works Monday to Friday from 7.45am to 5.30pm. The childminder receives funding to provide free early education for children aged two, three and four years.

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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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