Childminder in North Somerset

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children feel loved, safe and secure at this setting. The childminder is very warm in her interactions with the children, who respond in a positive way to her. Children who have only recently started have formed secure attachments and are happy. Children take responsibility for their behaviour, learning through positive role modelling by the childminder. Children respond to each other in a caring way because of this.

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The provision is good

The childminder's curriculum is tailored to children's interests, which are also used effectively to inform the planning of activities. This makes learning meaningful to children and the childminder extends their learning effectively as spontaneous opportunities arise. Children enjoy being outside and this is further encouraged by the childminder. The childminder provides opportunities for the children to observe changes in nature.

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The provision is good

Parents speak with enthusiasm of her relationship with both them and their children. The childminder supports children's learning at home in a variety of ways. Children's starting points inform the childminder's understanding of the children in her care. Children's self-help skills and independence are well supported. The childminder is reflective and can talk about her practice in positive terms. The well- being of the children is central to the childminder's practice.

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need to do better?

n The childminder has high expectations for all children. Assessments are meaningful and based on observations and conversations with parents. Children make good progress at this setting. The childminder involves herself in play, paying attention to the child's interests. For example, children use a home-made clear plastic easel to smear paint on. They laugh as they become engrossed in their activity. The childminder follows their interest by painting with water on the floor. n The childminder encourages children to be independent and they learn how to do things for themselves. Care routines meet the children's needs and are flexible. Children learn how to keep themselves safe and play-based activities support this. For example, children make links through play with toy firefighters about fire safety. Children are well cared for at this setting. n The childminder can talk about children's play and development across the

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need to do better?

curriculum. She has high expectations for children's language development. However, on occasion the childminder uses language that does not match the very youngest child's understanding and, at times, children are not given enough time to reflect and respond. n The childminder uses a wide range of books to develop learning. Children want

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need to do better?

2 October 2019 to find out more because of this. For example, books on birds encourage children to think about nature. Children make bird feeders by threading cereal onto pipe cleaners. They then go outside to hang them in the trees. n The outside area is large, well equipped and encourages physical challenge. The environment changes with children's interests and is warm, clean and well organised. Children enjoy the wide variety of activities planned. For example, children go to the library, visit the nearby woodland, go swimming and visit the beach. n Parents are very happy about the care children receive. They comment on the childminder's passion to ensure the well-being of their children. The childminder uses parents' views to inform children's starting points. She gathers detailed information about their routines. The childminder works in partnership with parents to help them extend their children's learning at home.

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need to do better?

n Parents are well supported with children's behaviour. Children are well managed and good standards of behaviour are evident. The childminder encourages the children to develop a sense of what is right and what is wrong. The childminder is a good role model for the children. n The childminder reflects on the impact of training and how it influences her own practice. She keeps up to date with changes in the early years sector. A commitment to improvement means the childminder continually reflects on her own practice. This allows her to deepen her knowledge and focus on what needs to improve for the children in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs that may indicate a child is at risk of harm. She knows who to contact and how to respond should she have concerns about the welfare of a child. The childminder undertakes regular training in this area to update her skills. The childminder can identify risk and takes steps to ensure the children are safe from harm.

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should:

n extend children's language through an increased range of communication activities and improved teaching techniques, for example, giving the youngest children more time to respond and process language.

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Setting details

Unique reference number EY330479 Local authority North Somerset Inspection number 10060501 Type of provision Childminder Registers Early Years Register Day care type Childminder Age range of children 1 to 3 Total number of places 3 Number of children on roll 3 Date of previous inspection 15 December 2015

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Information about this early years setting

The childminder registered in 2006. She holds a level 3 early years qualification and is based in the Clevedon area of North Somerset. She operates from 8am to 4.30pm Monday to Thursday, term time only.

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Inspection activities

n The inspector and childminder jointly observed children at play and discussed this. n A sample of documentation was looked at by the inspector. n The inspector sampled parents' correspondence and their views were taken into account. n The childminder shared her self-evaluation and plans for improvement with the inspector. n A discussion took place with the childminder to understand how the early years curriculum is organised at the setting. n The inspector observed activities and the childminder's interactions with children indoors and outdoors.

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Inspection activities

We carried out this inspection 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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Inspection activities

2 October 2019 2 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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