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 Requires improvement

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The provision is good

Children form secure bonds with the friendly and approachable childminder in a nurturing environment. The childminder works closely with parents to ensure children's individual needs are met. Younger children often check-in with the childminder and seek reassuring cuddles to support their emotional well-being successfully. Children benefit from clear routines and behavioural expectations, which keep them safe and healthy. For example, they know to remove shoes and wear slipper socks when inside. The childminder provides clear explanations, so the children learn how to keep themselves safe.

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The provision is good

Children demonstrate high levels of self-esteem. Older children relish sharing their individual folders, which the childminder has adapted with different activities to progress their learning. Children are keen to share their achievements. For example, they show how they have traced along the road circuit and drawn cars, showing good pencil control and grip. Children participate well in group activities, which are delivered in a fun and exciting way. For example, children learn a new song to help them learn the days of the week and participate enthusiastically. They listen well to stories and show curiosity in the different range of fish, responding to questions and making observations.

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need to do better?

n The childminder uses her training well to spark older children's interest in mathematical concepts. She provides time for children to explore the new resources before using them for more focused activities. The childminder is patient and helps older children to count accurately, praising their attempts. She challenges most-able children well, helping them to recognise numbers and match them to quantities. However, the childminder does not always use her knowledge to engage younger children by, for example modelling the counting words. n Overall, the childminder has evaluated her provision well. She provides an exciting and well-resourced indoor environment, where children can make choices about their play. During the coronavirus pandemic, the childminder rotated resources so that they could be easily cleaned. She has continued this practice as she noted that children were excited when resources were returned

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need to do better?

to the play space and did not become overwhelmed by too much choice. However, the childminder does not always ensure that the outdoor space is as inviting, and children sometimes lose interest in their learning. n The childminder knows children well. She assesses their progress accurately, working alongside other early years settings children attend. She uses her knowledge of children's interests and their next steps in learning to effectively build on what children know and can do.

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need to do better?

24 August 2021 n Older children communicate with confidence. They talk about what they have made, such as a dough aeroplane. They are keen to share their markings, such as tracing their name in their individual folders, and show pride in their achievements. However, the childminder does not use all opportunities to support younger children's developing language skills. For example, the childminder does not always commentate on children's actions as they thread the pasta to help build their vocabulary further. n The childminder provides good opportunities for children to develop physical skills, in particular to build strength in their hands to support early writing. Older children use tools, such as scissors, safely and younger children 'squidge' and 'squeeze' the dough into shapes. n The childminder manages behaviour effectively. She provides good support to help children learn how to take turns and negotiate time limits. She reminds

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need to do better?

children to ask their friends when it is their turn to play with the bubble wand rather than snatching it. Children negotiate how many goes before it is their turn so that they feel valued. n Children are beginning to identify potential risks. They know to sit on the step until the childminder has checked the garden. When bubble mixture is accidentally spilt on the wooden floor children are quick to point this out to the childminder, recognising that they could slip. n The childminder promotes good hygiene. Children wash their hands regularly, such as after playing outside and before eating. Children know to cough into their elbow to reduce the spread of germs. The childminder changes nappies hygienically and supports children well in their toilet training, working closely with parents.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good understanding of how to keep children safe from harm. She uses her policies and procedures efficiently to protect children, for instance to ensure known and authorised adults collect children and that their attendance is monitored effectively. The childminder keeps her knowledge up to date and ensures that she knows the signs that may indicate a child is at risk of harm. She understands the procedure to take should such a concern arise.

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should:

n develop further the outdoor provision to better engage children in a varied range of experiences n strengthen the modelling of language to support younger children's communication and language development.

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Setting details

Unique reference number EY453417 Local authority Somerset Inspection number 10148685 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 10 Date of previous inspection 25 February 2020

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Information about this early years setting

The childminder registered in 2012 and lives in Bridgwater, Somerset. The childminding service operates daily, throughout the year. She is in receipt of funding for early education for children aged two, three and four years. The childminder holds an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in her evaluation of the setting. n The inspector viewed the areas used for childminding and discussed with the childminder how she implements the curriculum for children. n The inspector observed the childminder's interactions with children as they played inside and outside, and discussed their learning. n The inspector spoke to children during the inspection and considered the written views of parents. n A sample of documentation was observed.

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Inspection activities

24 August 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

24 August 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

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