Childminder in North 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 Met (with actions)

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The provision is good

Children are happy when they arrive. They settle quickly and develop good friendships with the other children in the setting. Children are curious and are motivated to learn, and the childminder supports this well. For example, when they are out on a walk, children ask questions about the signs that they see. The childminder follows children's interest by reading the words and talking about what they mean. This supports children's curiosity and promotes their learning. Children benefit from plenty of fresh air and exercise. They enjoy being outside and they go on regular trips to explore the local wooded area and natural environment. Children enjoy using public transport to go on trips further into the wider community. They excitedly talk about where they have been and what they have seen, such as the recent trip to the museum.

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The provision is good

Overall, children behave well with support from the childminder. However, at times, children need to learn to manage this more independently.

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The provision is good

The childminder continued to support children's learning throughout the time that she was closed during the COVID-19 (coronavirus) pandemic. She shared songs with parents so that they could sing with their children, and she provided activities for children to take part in at home.

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need to do better?

n The childminder places a strong focus on developing children's communication and language skills. She provides lots of opportunities to extend children's vocabulary and to help them to learn new words. For example, during cooking activities, children learn to describe the different textures and the tastes of the ingredients. They talk about the sticky dough as they describe what they need to do with the dough to make it flat. Children are confident at using language to communicate and to share their ideas. n The childminder knows the children very well. She works closely with parents to assess children's skills when they first start attending her setting. The childminder monitors children's progress and is aware of what children need to learn next. However, she does not consistently use this information to target children's learning more precisely. For example, she does not consistently encourage children to be independent at managing their feelings and behaviour,

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need to do better?

even though she has identified this area for development. n Parents are really happy with the childminder and the care that she provides for their children. Parents speak very highly of the support that the childminder provides for their children and their families. Parents report that their children enjoy attending the setting and look forward to their time with the childminder. n The childminder ensures that she carries out risk assessments so that her home

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need to do better?

24 August 2021 and garden are safe for children. She considers how she can keep children safe on outings, such as by holding their hands and by teaching them how to stop and wait before crossing the road. However, she is not consistent at helping children to be independent at keeping themselves safe. For example, when they are out walking, children run and scream when they see dogs, and the childminder does not talk to children about how to keep themselves safe around dogs so that they can manage their own safety independently. n The childminder helps children to follow good hygiene practices to prevent the spread of infectious illnesses and germs. Children learn to manage their personal hygiene independently. They confidently wash their hands before meals and after playing outside. Children sing a song together as they wash their hands to ensure that they wash their hands thoroughly. n The childminder recognises the importance of evaluating her practice and

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need to do better?

continuing her professional development. She takes part in regular network training to keep her skills and knowledge up to date and relevant. n The childminder uses opportunities to help children to gain a good understanding of mathematical concepts. She talks to children about size and position as they blow bubbles in the garden. Children use language, such as 'tiny', 'big', 'small' and 'huge'. They confidently estimate if they think the bubbles will fit through the railings on the fence or if they will float over the top.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of child protection issues. She knows how to recognise the signs that may indicate that a child is at risk of harm, and how to record and report her concerns. The childminder has a safeguarding procedure in place, and she keeps this up to date through taking part in regular training. She realises the importance of keeping records, such as accident logs to monitor children's welfare. The childminder ensures that she supervises children well, to make sure that they are safe when they are in her care.

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should:

n make full use of all opportunities that arise to help children to be more independent at managing their feelings and behaviour n be more consistent at supporting children to learn how to manage their own personal safety.

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Setting details

Unique reference number EY536659 Local authority North Somerset Inspection number 10193652 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 24 November 2016

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Information about this early years setting

The childminder registered in 2016 and lives in Long Ashton, North Somerset. She operates all year round from 8am to 6pm, Monday to Friday. The childminder has a Steiner qualification at level 5.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the provider. n The childminder showed the inspector areas of her home used by children and explained how she supports children's learning and development. n The inspector observed the quality of education during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector sampled a range of documentation, including certificates of training and qualifications. n The inspector spoke to parents during the inspection and took account of written references.

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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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