Collins, Rachael Elizebeth

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 are happy and settled. The childminder creates a welcoming and stimulating environment, where children can develop their independence. Children are eager to learn and explore, and self-select from a good range of resources and activities. The childminder encourages children to express their ideas and gets down to their level to play alongside them. For example, children enjoy looking for ice in the childminder's garden. They use their imaginations to develop the activity further and pretend to make ice cream and discuss the flavours.

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The provision is good

Children behave well. The childminder develops strong bonds with the children and she encourages them to respect each other. The childminder uses praise with the children to promote their self-confidence and self-esteem. For instance, she encourages children to put on their own shoes and coats and praises them when they succeed.

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The provision is good

The childminder has a secure understanding of the early years foundation stage. She plans a wide curriculum using her observations and assessments to plan next steps for children's development. Partnership with parents is strong. The childminder works closely with parents and gathers information about children's interests and routines. This means children are keen to learn and make good progress in relation to their starting points.

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need to do better?

n The childminder knows the children extremely well and plans a wide range of interesting and challenging experiences that reflect their individual interests. Children are therefore motivated to learn and make good progress from their starting points. n Children enjoy playing with a range of exciting resources. They help themselves to equipment that is within easy reach. Children are encouraged to develop their hand muscles and hand-to-eye coordination. For instance, young children use tweezers to pick up pieces of pasta and older children thread pasta onto pipe cleaners to skilfully make bracelets. n Children's mathematical knowledge and understanding is promoted extremely well through play and routine experiences. For example, children learn about numbers by counting cookies confidently during role play. The childminder uses mathematical vocabulary consistently to reinforce their learning. n The childminder is committed to her ongoing professional development. She

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need to do better?

accesses a variety of online training courses and regularly attends a childminder network group to share ideas and seek advice. n The childminder makes good use of local amenities, which enables the children to learn about their local area. For example, children benefit from walks to the

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need to do better?

6 February 2020 beach, farm and a local science fair to extend their learning. Throughout the week children also visit a childminding network group where they meet and play with other children. This helps to develop their social interactions. n Children behave well and play cooperatively with each other. The childminder calmly reinforces the rules, which supports children to learn what is expected of them. She uses consistent praise and encouragement to help children to develop high levels of confidence and self-esteem. n Parents receive a wide range of information about the early years foundation stage and their children's care and learning. The childminder works closely with parents to gather information about their child's learning before they start and uses this information effectively to plan their next steps in learning. Parents are kept well informed about their child's progress. The childminder uses an online

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need to do better?

system to share observations from the setting and home. n The childminder supports children to develop their early literacy skills. For example, older children access word-matching games to develop their knowledge of sounds and words. The childminder supports children sensitively to pronounce the words they attempt to say. However, children have limited opportunities to take part in rhymes and songs and listen to stories to help fully embed their early language skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge updated through online training programmes and annual refreshers. The childminder has a secure understanding of how to protect children from harm and is aware of the reporting procedures if she is concerned about a child in her care. She is proactive in seeking advice and guidance from the local authority and is also part of a local childminding network group. She understands her responsibilities for dealing with allegations and knows the relevant professionals to contact. The childminder keeps daily risk assessments to ensure that all hazards are identified and minimised in her home and during outings.

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should:

n support children to develop their understanding of early literacy and language skills further by providing more opportunities for children to join in with stories, songs and rhymes.

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Setting details

Unique reference number EY456085 Local authority North Somerset Inspection number 10071708 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 2 to 5 Total number of places 8 Number of children on roll 8 Date of previous inspection 1 December 2015

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Information about this early years setting

The childminder registered in 2013. She lives in Weston-super-Mare, North Somerset. Childminding takes place from Monday to Friday, all year round, except Christmas and bank holidays. The childminder provides funded early education for children aged two, three and four years.

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Inspection activities

n The inspector completed a tour of the premises with the childminder and discussed how she organises the space and plans for the curriculum. n The inspector discussed the quality of teaching with the childminder through a joint observation. n The inspector held a number of discussions with the childminder and sampled a variety of documents. These included first-aid and training certificates, policies and procedures. n The inspector checked evidence of the childminder's suitability. n Children's learning and development records were sampled, and the inspector tracked the progress of two children present at the time of inspection.

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Inspection activities

6 February 2020 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

6 February 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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