Childminder in Somerset

Inspection date

Previous inspection date 4 June 2018 14 August 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

 The childminder plans and provides a broad range of interesting activities, which supports children well to make good progress in all areas of learning.  The childminder uses training opportunities well to develop her provision and extend children's learning successfully. For example, after attending a course about 'outdoor risky play', the childminder now provides children with more opportunities to assess risks to manage situations more effectively for themselves.  The childminder effectively supports children's emotional well-being. She acts as a good role model, forms warm and close relationships with them and supports them well to manage their own behaviour.  The childminder has strong partnerships with parents and other early years settings. She involves parents well in their children's learning and keeps them informed about their children's progress. The childminder liaises closely with key people at other

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This provision is good

settings and shares information about children's progress, to promote consistency in their learning and care.

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It is not yet outstanding because:

 Occasionally, the childminder misses opportunities to encourage children to count and use numbers in routines and activities.  Although the childminder finds out about children's interests and preferences when they first start to attend, she does not consistently gather detailed information about what they already know and can do, to help with planning from the beginning.

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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

 make better use of the spontaneous opportunities that arise during activities and routines, to encourage children to count and use numbers  gather further information about what children already know and can do when they first attend the setting, to help with planning from the outset.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector sampled a range of documentation, including children's records and the childminder's policies.  The inspector and childminder observed children during activities and completed a follow-up discussion about children's learning and progress.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of parents' views from their written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her role and responsibility to keep children safe. She keeps her safeguarding knowledge up to date and knows what to do if she has a concern about a child's welfare. She risk assesses her home, garden and the outings she takes with the children, to ensure hazards are minimised effectively. The childminder reflects on her provision and practice to identify areas for improvement. For example, she has introduced more outdoor learning experiences, including forest school sessions, to better support children's problem-solving skills and creativity. The childminder monitors children's progress well, identifies gaps in learning and plans effectively to help children catch up.

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Quality of teaching, learning and assessment is good

The childminder knows the children well, interacts with them effectively and support their learning. For example, when young children show an interest in cars, the childminder supports them to push the small vehicles down the slide to see how fast they travel. The childminder supports older children well to use their imaginations. She engages effectively with the children and involves herself in their play. Children play in the pretend kitchen, make the childminder 'cups of tea', and give her ice-lollies and ice creams to eat. The childminder skilfully engages all children in a music-and-movement session. She uses sign language well, as she sings songs and praises the children as they join in. This effectively boosts their confidence and self-esteem.

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Personal development, behaviour and welfare are good

The childminder provides children with good opportunities to learn about healthy lifestyles. They take part in a wide range of physical activities in the garden and while on outings, to develop their physical skills. They understand why they need to follow thorough hygiene routines before eating and after using the bathroom, to keep themselves healthy. Children play very well together. Older children share resources and take turns well, resolving any minor disagreements for themselves successfully.

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Outcomes for children are good

Children develop a wide range of skills, which prepares them well for their future learning and school. Older children excitedly engage in conversation with one another, using a wide range of vocabulary, and express themselves very well. Children dress themselves for outside play successfully, wipe down tables and help the childminder prepare the snack. Older children confidently recognise colours and shapes, as they choose plates at lunchtime or make circular 'roads' in the sand with different shaped tools.

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Setting details

Unique reference number 162037 Local authority Somerset Inspection number 1127313 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 14 August 2015

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Telephone number

The childminder registered in 2001. She lives in Street, Somerset. She has a childcare qualification at level 3. The childminder cares for children each weekday, for most of 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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