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

p.1

The provision is good

Children quickly settle and are very secure and happy in the childminder's home. She plans her environment and activities successfully to fuel children's interests and support their next stages of development. They confidently make choices to lead their play and learning. For example, children put on safety goggles and use a range of play tools. The childminder extends their vocabulary and skills well, for example by naming and demonstrating the tools children do not recognise.

p.2

The provision is good

The childminder provides a good role model, showing children that learning is for life, by finding out information she is not sure of. Children make their needs known and the childminder responds well to them. She joins in with their games, listens to them and encourages their ideas, to extend their learning. For example, when children want to add water to their Arctic landscape, she helps them to see which items are now floating, so they notice cause and effect.

p.2

The provision is good

Parents do not enter the premises as they would have done before COVID-19. However, the childminder shares useful information with them through technology, daily discussions at the door and a written summary on their children's development and next stages of learning. Parents state that she plays a huge role in settling their children and establishing routines.

p.2

need to do better?

n The childminder seeks essential information from parents and outside agencies to know children's starting points, and uses her observations well to plan their next steps. For example, children explore feelings and emotions as they play with small-world toys. The childminder engages them in talking about how the toy grandparents might feel and how they could help them. When children suggest a cup of tea, this too becomes a learning experience, as children solve the problem of opening a tin and understand the order to make tea. n Children become very independent. The childminder recognises the importance of giving them time to complete tasks and be involved in daily routines. For example, she provides praise and encouragement as older children put on their shoes. Through her calm suggestions, children persevere using trial and error, and are delighted when they succeed. Children being potty trained, manage

p.2

need to do better?

their own clothes and wash their hands when finished. n The childminder provides good support for children's language and communication skills, for example by introducing novel words, which children enjoy using. She engages them in discussions and gives them enough time to respond to questions. Children happily join in with songs and listen and interact during daily stories. The childminder supports children effectively in remembering their learning and recalling events. For example, when prompted,

p.2

need to do better?

10 January 2022 children describe how she got a wet foot when she stood in a puddle because of a hole in her shoe. n Children build positive relationships with each other and spontaneously go to the childminder for cuddles. She is beginning to take them into the wider community to extend their awareness of their world and people's differences. Children behave well. They are confident to ask for what they want and understand the childminder's expectations. The childminder is calm, consistent and gentle. She thoughtfully responds to children with special educational needs, changing strategies to calm and engage them. n The childminder works well with parents to meet children's individual routines and needs successfully. Children develop good hygiene practices and an important awareness of what keeps them healthy. For example, they have daily opportunities to be outside and have exercise, dressing appropriately for the

p.2

need to do better?

weather. Children make good choices for their snacks and drink plenty of water. They engage in activities to teach them to care for their teeth. n The childminder regularly evaluates her practice, making improvements to activities and ensuring all children benefit from the curriculum she offers. For example, she identifies that having real ice to explore would extend children's understanding of animals that live on ice. The childminder has changed the way she communicates with parents to better support learning at home. However, she has not involved parents in seeking their views. Although the childminder has attended training to improve children's mathematical development, she is not yet secure in using all the opportunities she could.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has recently updated her safeguarding training and has a good understanding of her responsibilities regarding all aspects of keeping children safe. She takes appropriate action to protect children from harm and follows good procedures if a child is at risk. The childminder carries out effective risk assessments to ensure she keeps children safe on and off her premises. She helps children of all ages to understand about keeping themselves safe.

p.3

should:

n implement training to better support children's mathematical development in routines and play n provide more opportunities for parents to express their views and ideas, to support ongoing improvements.

p.3

Setting details

Unique reference number 2536407 Local authority Somerset Inspection number 10215216 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Taunton, Somerset. She operates Monday to Friday all year round from 7.45am to 6pm. The childminder receives funding to provide free early years education to children aged two and three years.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector around the setting to discuss how she uses the environment to implement her curriculum. n The childminder and the inspector carried out a joint observation. n The inspector assessed the effectiveness of safeguarding and care procedures. n The inspector spoke with the childminder at convenient times to discuss leadership and management, and sampled documentation.

p.4

Inspection activities

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.

p.4

Inspection activities

10 January 2022 10 January 2022 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6