Childminder EY546495

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy, settled and feel secure in the warm and welcoming environment. They happily choose from a wide range of activities and resources, engaging enthusiastically with the childminder, who extends their learning successfully. Children mix different colours of paint to carefully decorate small wooden bird boxes as they learn about wildlife. The childminder has a good knowledge about what the children already know and can do when they first start to attend her setting. She uses this information effectively to plan an exciting curriculum. For example, younger children explore cars and small vehicles and investigate levers to work out how to make the vehicles travel down a slope. They learn new words, such as 'high' and 'higher', as the childminder engages them successfully and ignites their interests further. They squeal with excitement as they repeat the action of moving the lever again and again to release the vehicles,

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The provision is good

showing pride in what they have achieved.

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The provision is good

The childminder is kind and gentle in her approach. She acts as a good role model, and children follow her positive example. Children behave well. They have formed close attachments with the childminder, seeking her out for a cuddle when they are tired, or confidently requesting an activity or snack when they are hungry.

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need to do better?

n The childminder reflects on her practice regularly and identifies areas for development to help her make continuous improvements to her provision. For example, she includes a song and story time while children are eating their snack, which has helped children to focus and supports their language development effectively. n Partnerships with parents are strong. The childminder regularly shares information with parents and updates them about their children's progress and learning. She supports parents well with tasks such as potty training, and she follows home routines as closely as possible to help children settle and feel secure. n The childminder supports children's mathematical development well. She counts from one to five with children as they complete puzzles and names the shapes of the building blocks as they make towers. She introduces words, such as 'tiny', 'small' and 'medium', as she encourages the children to compare the sizes of the

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need to do better?

set of Russian dolls. n Children access a wide range of resources for themselves. Occasionally, the lounge floor becomes a little overcrowded with toys and resources, which means that children do not always have the space they need to develop their play ideas fully. Although the childminder tidies the toys and resources away, she does not always encourage the children to help or think about the environment.

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need to do better?

7 January 2020 n The childminder is always looking for ways to develop her teaching skills further. She attends training and uses her knowledge gained from research well to widen children's experiences and help them to develop useful skills and reach their next steps in learning. For example, she provides a good range of 'dough gym' activities, which helps children develop the fine physical skills they will need later, such as for holding a pencil and early writing. Children are well prepared for starting school. n The childminder uses lots of praise and encouragement when children share resources, take turns and play well with one another. This effectively boosts their self-esteem and confidence. n Although the childminder shares information with other settings children attend, she is not regularly aware of all children's current achievements or next steps at other settings, to help her plan consistently for future learning.

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need to do better?

n The childminder encourages children's self-care skills well. She supports children successfully to follow good hygiene routines and master skills such as drinking from a cup to build on their independence further. n The childminder supports children's love of books. She reads stories, using her voice effectively to engage children's interest successfully. She encourages children to turn the pages of the book and asks thought-provoking questions about the story to test their listening skills and understanding.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection issues and can recognise the signs or symptoms that may indicate a child is at risk of harm. She has good knowledge about wider safeguarding issues and knows what to do if she has any concerns about the welfare of a child in her care. The childminder risk assesses thoroughly and removes hazards to minimise risks to children. She always supervises them well and talks to them about their behaviour, for instance when they run inside. This helps children to develop a better understanding of what they need to do to keep themselves safe.

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should:

n provide more opportunities for children to be involved in keeping their environment tidy and consistently provide them with the space that they need to move around freely and try out their play ideas n develop further the good sharing of information, with all early years settings that children attend, to support future planning consistently for all children.

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Setting details

Unique reference number EY546495 Local authority Somerset Inspection number 10111211 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 to 4 Total number of places 3 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Yeovil, Somerset. The childminder works from Monday to Wednesday for most of the year.

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Inspection activities

n The childminder gave the inspector a tour of her home. She talked about how she delivers the curriculum and supports children's learning and progress. n The inspector and childminder observed children during activities and completed a follow-up discussion about children's learning and development. n A range of the childminder's documentation was sampled, including policies and children's records. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector spoke to parents and took account of their views.

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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

7 January 2020 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

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