Childminder EY382325

Overall effectiveness Good

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

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The provision is good

The childminder provides children and their families with a welcoming and homely environment where they feel safe and secure. Children develop close and trusting relationships with the childminder. They are extremely content and confident in her care. The childminder is calm and nurturing towards children. She positively promotes children's sense of belonging and emotional well-being. As a result, children's behaviour is very good. Children learn to share resources, take turns and develop very close friendships with other children.

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The provision is good

Children explore the setting with confidence and curiosity. The environment is well organised to enable children to make independent choices in their play. The childminder is very responsive to children's individual needs and interests. She engages in meaningful interactions with children to develop their play and learning further. For instance, she enthusiastically joins in with children's imaginative play and supports children to make up games to extend their interests.

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The provision is good

The childminder has developed very strong partnerships with parents. They are very complimentary about the childminder and the care she provides. Parents describe her as being an 'impeccable role model for children'. They comment on the high levels of progress their child has made since starting with the childminder. Parents praise the childminder's excellent communication skills and feel that they are always involved in their child's learning and development.

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need to do better?

n Children enjoy playing with the childminder and she skilfully includes mathematics and literacy into their play. For example, children are curious to explore the shoot growing from the conker they had recently planted. They use their tape measures to find out how tall the plant has grown and compare this to other objects in the conservatory. The childminder supports children's understanding of mathematical concepts by finding items that are 'bigger than' and 'smaller than' the conker plant. Children work together to test out their ideas and discover which item is the tallest. n The childminder provides children with a language-rich environment. She incorporates new words into children's play and gives clear explanations about what they mean, to develop children's learning and vocabulary. Younger children immerse themselves into imaginative play; they show delight as they find different ingredients to mix to make pancakes. Older children show interest and

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need to do better?

determination as they practise forming letters of their name. n The childminder completes accurate observations and assessments on each child to plan activities and opportunities effectively that are based on what children already know, understand and can do. She shares information with parents

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need to do better?

24 February 2020 regarding their child's learning and development in a variety of ways, which supports a consistent approach for children. For instance, she verbally discusses children's daily information and provides photographs to show the learning opportunities the children have enjoyed throughout their day. She also meets with parents to have a more in-depth conversation about their child's progress and their development. n Overall, the childminder's quality of teaching is very good. The childminder uses effective questioning skills to promote children's learning and play further. Children show motivation to learn. They show good engagement and focus in most of their play and learning. However, sometimes, the older children take more of a lead in group activities, such as carpet time. As a result, younger children become disengaged and lose interest in the carpet-time activity. n The childminder uses the local area to plan a range of outings to build on

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need to do better?

children's experiences. These include regular visits to the library and trips to see farm animals. Children benefit from plenty of exercise and daily walks in the fresh air. The childminder has recently started to meet up with another childminder in the local area. Children are beginning to form friendships with other children at such times and join in with events within the local community. However, she recognises that she has not fully considered how to promote children's knowledge and understanding of different people, families and communities within the local area.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to keep her safeguarding knowledge up to date. She has a good level of knowledge regarding the possible signs and symptoms that may suggest a child is at risk of harm or abuse, and of the procedures to follow. The childminder understands the wider safeguarding issues, including radicalisation, to help to keep children safe from harm. The childminder follows good hygiene practices and uses effective risk assessments to ensure children are safe and secure within her home and on outings.

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should:

n make better use of group activities, to ensure younger children remain engaged and focused in order to promote their learning even further n broaden children's experiences, to promote a deeper level of understanding of people, families and communities in their local area and the wider world.

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Setting details

Unique reference number EY382325 Local authority Somerset Inspection number 10125670 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 4 Total number of places 3 Number of children on roll 4 Date of previous inspection 16 December 2014

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Information about this early years setting

The childminder registered in 2008 and lives in Shepton Mallet, Somerset. She operates all year round from 8.30am to 6pm, Monday to Friday. The childminder holds a childcare qualification. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed children's learning and progress with the childminder, including their next steps and interests. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n Written feedback from parents was gathered and the inspector took account of their views. n A range of documentation was sampled by the inspector, including children's development records, suitability checks and policies and procedures, such as safeguarding and risk assessment. n Discussions took place between the inspector and the childminder at convenient times during the inspection.

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Inspection activities

24 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

24 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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