Childminder in North Somerset

Inspection date

Previous inspection date 2 May 2017 19 February 2015

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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

 Children make good progress from their starting points. The childminder and her assistants' interactions with children are of a consistently good quality overall. Children are kind and considerate and behave well. They enjoy a range of positive experiences and develop good skills in readiness for school.  Children communicate well and use impressive social skills. They build lovely relationships with the childminder, her assistants and each other.  The childminder and her assistants make well-considered evaluations and improvements to the setting, which have a positive impact on children's experiences. For example, the childminder has created a designated area for wheeled toys so children can peddle about easily and enjoy lots of space and freedom.  Communication with parents and other professionals is strong and helps the childminder develop an effective understanding of children's requirements. This has a

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This provision is good

positive effect on all children, particularly those who have special educational needs.

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It is not yet outstanding because:

 At times, the childminder and her assistants interrupt children unnecessarily when they are busily involved in the play they initiate for themselves. This does not give children enough time to become deeply involved in leading their own learning.  The childminder and her assistants do not give children enough opportunities to build on their knowledge and understanding of numbers as far as possible.

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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

 give children the time they need to become deeply involved in the purposeful play and learning they initiate for themselves  provide children with more opportunities to explore and investigate numbers.

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Inspection activities

 The inspector observed the childminder and her assistant's interactions with children.  The inspector looked at documentation, including evidence of the suitability of all those living or working on the premises.  The inspector spoke with children and took the written views of parents into account.  The inspector conducted a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The childminder and her assistants implement effective safeguarding procedures and understand how to protect children's welfare. Safeguarding is effective. The childminder uses her qualifications and experience well. She successfully identifies training programmes that have a positive impact on helping her improve outcomes for children. For example, she has improved her understanding of how to teach children the sounds that letters represent, in line with the local primary school. This helps her make sure children experience continuity in their learning.

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Quality of teaching, learning and assessment is good

The childminder and her assistants successfully support and extend children's language development. For example, they talk to children about what they are experiencing when they make 'moon sand' with flour and oil. The childminder and her assistants provide incredibly well-resourced indoor and outdoor areas that interest and excite children. This has a positive impact on children's emotional well-being and readiness to learn. Children have lots of opportunities to investigate and explore with their senses. For example, they make tracks in paint and develop their early writing skills while making marks to represent letters from their name. Staff help children develop their understanding of the world around them. For example, they introduce new words, such as 'smooth' and 'rough'. Children describe their experiences when they experiment with sand.

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Personal development, behaviour and welfare are good

Children learn to be independent and helpful. For example, they chop their own fruit and put their chairs away after they have had a snack. Children spend lots of time outside and have plenty of opportunities to develop their physical skills. They learn about their local community and the people in it. For example, they regularly visit the beach, supermarket and farm. Children are content and secure. For example, they happily seek comfort from their special key person and quickly drop off to sleep after they have eaten. The childminder and her assistants praise children appropriately and help them experience challenge and success. Children understand what is expected of them and behave with kindness and consideration towards others.

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Outcomes for children are good

Children enjoy a variety of play experiences. For example, they learn how to make a sand castle and do it over and over again until they have perfected it. Children have a positive attitude towards exploring and learning, showing confidence and enthusiasm. For example, they play together on a see saw and excitedly master the art of bouncing up and down.

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Setting details

Unique reference number EY414864 Local authority North Somerset Inspection number 1094477 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 15

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Name of registered person

Date of previous inspection 19 February 2015

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Telephone number

The childminder registered in 2010. She lives in Locking, Weston-Super-Mare, in north Somerset. She holds an early years qualification at level 3 and employs two assistants. Her provision is open from Monday to Thursday, all year around.

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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

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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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