Childminder in 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 Not applicable

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The provision is good

Children soon settle and feel secure in the childminder's home. They confidently move around the exciting activities, choosing where they want to learn. The childminder organises her environment indoors and outdoors effectively, recognising the importance of children being able to explore and lead their learning. For example, young children enjoy engaging in imaginary play, based on what they know. They offer cups of tea and make dinner, using the play kitchen and food. The childminder clearly enjoys her work and her enthusiasm for children's achievements helps them to want to persevere and develop new skills. For example, they are delighted with themselves as they thread laces through holes, developing their hand-eye coordination effectively. Children gain a fascination with the world around them, such as using magnifying glasses to look closely at insects. The childminder has stopped parents entering the setting, as they would have done

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The provision is good

before COVID-19 (coronavirus) restrictions. Instead, they have daily discussions at the door and use information technology to share information and communicate further. Parents confirm how much their children have gained in confidence since attending the childminder's setting and how well their children are progressing. They particularly mention the childminder's warm, kind and highly effective care.

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need to do better?

n The childminder keeps up to date with all mandatory training. She uses outstanding childminders to evaluate her own practice well and identify any professional development successfully. For example, she now uses pictures to help children recognise their emotions and think of ways to change negative feelings into happy ones. Children develop a positive awareness of their own uniqueness and other people's differences. n Good partnerships with parents enable the childminder to know children's interests and what they can already do before they start at her setting. This helps children to settle and to engage with their learning fully. The childminder uses her observations of children's achievements well to plan for their changing interests and next stages of development. For example, young children learn their colours as they choose crayons to colour in. The childminder helps boys to develop their early writing skills, as she encourages them to make marks to

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need to do better?

represent their name. n Children develop a love of books. The childminder ensures they can access them independently for reading and for information. For example, children use books to discover a wide range of insects. They enjoy engaging with stories, using props about the life cycle of a butterfly and recall what happens next. n All children make good progress in preparation for their next stages of development and eventual move on to school. They become confident and

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need to do better?

29 July 2021 independent, able to take care of their personal needs. The childminder provides good support for children's language development. She introduces new vocabulary and narrates what children are doing. However, she sometimes answers her own questions too quickly, without giving children enough time to respond. n Children behave well, are polite and kind. The childminder provides a calm role model and children have strong attachments to her. She knows the children well and recognises signs of when young children are hungry, tired or need their nappy changing. The childminder meets children's needs successfully, so they feel secure and go off to sleep happily. Children have daily opportunities for exercise and outdoor play. When restrictions allow, the childminder has plans to increase children's knowledge of their community. n The childminder supports children well in recognising shapes and solving

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need to do better?

problems. For example, children complete a puzzle by finding the corners and flat edges. They notice and match the pictures, turning pieces around until they fit. The childminder displays posters of shapes to prompt discussions and young children use three-dimensional blocks. However, the childminder does not provide all opportunities for children to use numbers in their play and activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her child protection knowledge up to date to ensure she knows how to protect children from the risk of harm. She has a good understanding of the wider aspects of safeguarding children, including what to if an allegation is made against herself or her family. The childminder carries out good risk assessments according to children's individual needs, to keep them safe while promoting their independence. The childminder has a current first-aid qualification and ensures she has sufficient first-aid equipment on the premises and on outings.

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should:

n give children enough time to think and respond to questions n increase the opportunities for children to use numbers in their play and activities.

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Setting details

Unique reference number EY560377 Local authority Somerset Inspection number 10190490 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Wellington, Somerset. She works Monday, Wednesday, Thursday and Friday from 8am to 6pm, all year. The childminder receives funding to provide free early education to children aged three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The childminder led the inspector on a walk around the setting to discuss how they use their environment to implement their curriculum. n The childminder and the inspector carried out a joint observation. n The inspector observed the quality of education and spoke with the childminder and children. Parents' written views were taken into account.

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Inspection activities

29 July 2021 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

29 July 2021 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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