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

All children flourish in the welcoming and homely environment. Children have a strong sense of belonging and make strong bonds with the childminder and each other. The childminder gathers detailed information about the children's routines and interests before they start, and she uses this information to plan a variety of stimulating activities.

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The provision is good

Children have ample opportunity to play outdoors and go for walks with the childminder, to be physically active. Children have fun while taking part in creative activities. For example, they explore mixing colours with paint to make pictures of fireworks, and older children recognise that blue and yellow make green. The childminder promotes diversity and inclusion with the children. For instance, they have opportunities throughout the year to learn about and explore different cultural festivals.

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The provision is good

During the COVID-19 pandemic, the childminder has adapted her practice to keep parents up to date about their children's progress by using electronic forms of communication. She shares newsletters to support parents to build on their children's learning at home.

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need to do better?

n Despite the challenges of COVID-19 pandemic, the childminder has continued her professional development. She seeks out information and accesses relevant training to improve her knowledge and teaching skills. The childminder identifies the strengths of her provision and aspects she would like to improve. She welcomes suggestions and feedback from parents. n The childminder provides a broad curriculum and children access a wide range of resources. The childminder uses assessment well to indentify children's next steps in learning. This is enhanced by effective partnerships with parents as she shares observations and assessment reports. Parents receive daily updates about their child's play. They comment that their children come home excited to tell them about their day with the childminder and the activities that they have completed. n The childminder is extremely effective in promoting children's understanding of

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need to do better?

mathematics. She seamlessly embeds mathematical language across children's activities and daily routines. For example, at snack time, the childminder talks about 'halves' and 'wholes' as the children chop their fruit. Older children often count during play and younger children enjoy singing songs such as 'five little monkeys'. n Children are encouraged to develop their independence at every opportunity. They build their self-help skills very well as they learn how to manage their

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need to do better?

2 November 2021 personal hygiene independently. For example, children are aware of how not to spread germs when coughing by covering their mouths or using tissues. Children understand the importance of washing their hands and enthusiastically join in when singing the handwashing song. n The childminder understands how to teach children about healthy lifestyles. She provides nutritious meals and snacks, and talks to the children about the importance of eating healthy foods and brushing their teeth. Children enjoy spending lots of time outdoors in the fresh air, and the childminder provides additional experiences, such as trips and outings to places of interest in their local area. n Children behave extremely well and are considerate of the needs of others. The childminder is consistent in her approach to behaviour management and she is a strong role model. Children are very polite. They take turns, share, and tidy up

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need to do better?

willingly. Older children are kind and caring towards younger children and support them with daily tasks. n The childminder promotes children's interest in early literacy. For example, when reading a book about fireworks, she introduces the children to new words to describe the noises that fireworks make. Later, the children excitedly paint pictures of fireworks and make sounds such as 'bang', 'pop' and 'woosh' as they paint. They talk about the marks they make and refer to their previous learning. However, the childminder misses some opportunities to extend children's early writing skills and put meaning to their marks.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is familiar with the procedures to follow if she has concerns about a child in her care, and she recognises the signs and symptoms of abuse. She attends regular training to keep her knowledge updated about wider safeguarding issues, such as the 'Prevent' duty. The childminder understands the procedures should an allegation be made about herself or a member of her household. She holds a valid paediatric first-aid certificate to enable her to assist children appropriately in the event of a minor accident.

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should:

n increase opportunities for children to develop their early writing skills further and help them put meaning to the marks they make.

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Setting details

Unique reference number 2509820 Local authority Somerset Inspection number 10191722 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 3 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Norton Fitzwarren, near Taunton in Somerset. She operates on Monday, Tuesday, Thursday and Friday from 7.30am to 6pm, all year round. The childminder provides funded education for two-, three- and four-year-olds. She has an appropriate qualification at level 2.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed interactions between the childminder and children during activities and assessed the impact of teaching on children's learning. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n An observation of an activity was carried out, and the inspector and the childminder discussed this afterwards. n Relevant documentation was viewed by the inspector, including evidence of the childminder's training. n The inspector took account of the views of parents from written feedback provided.

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Inspection activities

2 November 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

2 November 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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