Childminder in Somerset

Inspection date 15 January 2019 Previous inspection date 10 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder supports children's communication and language very well. From a young age, she exposes them to extensive language and vocabulary during their play. Children learn the words to their actions and the names of the resources they use. They repeat new words with curiosity and a new understanding. Children make good progress from their starting points. n Children receive good support to share and take turns. The childminder is a positive role model and children learn from her to be thoughtful and kind to others. n The childminder is sensitive to the children's needs and supports them emotionally, helping them to gain confidence and a sense of well-being. n Although the childminder reviews some of her practices and attends some training, she does not reflect and evaluate as effectively as she could. She is not as proactive as she could be, to identify wider training needs and address weaker aspects of teaching, to

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This provision is good

work more closely with parents and target children's next steps in learning more consistently. n The childminder does not enhance children's learning about differences and diversity as well as she could, to help them understand about the differences and similarities between themselves and others.

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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

n extend the self-evaluation processes to reflect more effectively on training needs, the quality of teaching and to work more closely with parents, to help target children's next steps in learning more consistently n provide more resources and opportunities for children to learn about their own and others' similarities and differences.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and children's learning during their play. n The inspector spoke with the childminder at convenient times during the inspection. n The inspector sampled a range of documents and policies that the childminder uses. n The inspector took into account parents' written views. n The inspector talked to the childminder about her planned activities and the impact these have on children's learning needs.

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Effectiveness of leadership and management is good

The childminder makes good use of her home to meet children's care and learning needs. She ensures resources and activities are easily accessible and supportive of children's learning and interests. She reviews their activities to help her adapt resources and provide different challenges. The childminder engages well with parents, overall, and has developed some aspects of how she works with them. She finds out about children's starting points and provides verbal updates about what children do each day. Children's learning records are available to parents on request and she shares them formally each term. Safeguarding is effective. The childminder has a secure understanding of her responsibility to recognise and act on any child protection concerns she may have. This includes wider safeguarding issues to protect children from harm. She ensures parents are aware of and understand her safeguarding policy, to enable them to work together

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Quality of teaching, learning and assessment is good

The childminder supports young children well in their activities. She plays at their level and encourages them to explore and follow their own ideas. For example, children enjoy the play kitchen and toy food and equipment. They learn new words, such as oven glove, and food names as they play. They learn about potential hazards and tell adults that 'it is hot', when they take the toy cake out of the oven and place it on a plate. The childminder reads books with interest, asking children relevant questions, so they learn to make connections between the pictures and what they hear. She supports them to count up to six, pointing to each item as they go. Children are active and enthusiastic learners.

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Personal development, behaviour and welfare are good

The childminder supports children well to understand and follow her consistent expectations for good behaviour. She gives lots of reassurance and cuddles to the younger ones when they need it, ensuring they settle with ease. They use her as a safe point to explore from. Children develop confidence in their developing abilities to be physically active and gain control of their movements. The youngest use the furniture and equipment to pull themselves up to standing and cruise to explore new resources. The older ones move about confidently to access resources to read, draw and complete puzzles. Children are independent and confident to ask for help when needed.

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Outcomes for children are good

Children develop important skills to support them in their future learning. They are emotionally secure and confident learners. They communicate well with others. For example, the youngest use gestures and sounds to show what they want and the older ones use their increasing vocabulary to express their needs and ideas. They develop an early interest in literacy and mathematics, learning the value of books, making marks and counting objects.

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Setting details

Unique reference number EY397741 Local authority Somerset Inspection number 10060907 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 10 July 2015

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Registers

The childminder registered in 2009 and lives in Yeovil. She operates each week day from 8am to 6pm all year round. The childminder is able to receive early years education funding for children aged three and four years.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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

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