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 Outstanding

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The provision is good

Children behave very well. They are kind and respectful to each other, the environment and resources. The childminder and her assistants have ensured consistency throughout the COVID-19 pandemic to ensure children understand boundaries and behavioural expectations. They have worked closely with parents to ensure that children feel safe.

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The provision is good

Children engage in a good range of experiences, which provide a balance across all areas of the curriculum. For example, the childminder builds on their knowledge of farm animals, encouraging them to explore similarities and differences between the animals that they know and have seen and those living in the Arctic. Children engage well in focused activities and respond well to instructions. They help to rescue the Arctic animals from the ice. They show good control as they manipulate the tools to tap the ice to help it break. Older children persevere well and remain focused on the task. They marvel at the effect warm water has on melting the ice. Younger children are drawn back into the activity well and encouraged to have a go. The assistant demonstrates how to use the tools to hit the ice safely and directly questions children about the animals they know to focus their attention.

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need to do better?

n There is flexibility in the curriculum so that children are actively involved in their learning. The childminder listens to children's ideas and follows their interests. For example, when children observe the movement of snails while exploring nature, the childminder provides opportunities for them to create their own trails, dribbling glue and sprinkling salt. The childminder uses this opportunity well to build on children's understanding of nature, seasons and habitats, knowing what children need to learn next. n Focused activities entice children's learning and they are keen to participate. The childminder and her assistant provide clear explanations to help children understand what they need to do. There is good narration to children's actions and the introduction of new vocabulary, such as 'see-through' and 'diamond', to build language skills. However, adults do not always use the opportunities that

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need to do better?

arise to help older children explore their ideas, to think about why the ice melts and to solve problems independently. For example, adults do not encourage children to think about other ways to melt the ice before offering a solution. n Children enjoy listening to stories and sit attentively. They follow instructions well to sequence stories, actively engaging in using their nets to collect objects such as goblins. However, the childminder and her assistants do not always make the most of these opportunities to question children and help them to think about what could happen next to fully support their developing language. n Children form good relationships with the friendly and approachable childminder

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need to do better?

18 January 2022 and assistants. They benefit greatly from consistent daily routines which support their emotional well-being. New starters settle quickly and feel emotionally secure. Children's behaviour is supported effectively. For example, children use a behaviour board, with visual aids, to remind each other of the rules. Children enjoy the responsibility of fulfilling small tasks, such as helping the childminder to carry the ice trays from the freezer. Children gain good independence. They make good attempts to remove puddle suits and boots after playing outside. n Children learn good understanding of how to keep themselves safe and in good health. For example, children wash their hands regularly and understand the importance of coughing into their elbow. The assistant provides clear explanation to the children about the importance of wearing goggles when they are breaking the ice to rescue the Arctic animals, to support their understanding

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need to do better?

of keeping themselves safe. n The childminder provides good support and guidance for her assistants. For example, she demonstrates effective questioning to raise the quality of adults' interactions with children. There are good systems to provide professional supervision, such as completing regular observations of the quality of teaching and annual appraisals to provide targeted support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have good knowledge of how to keep children safe. They understand the possible signs and/or symptoms of abuse and follow appropriate procedures. There are good systems in place to ensure that children are collected by known and authorised adults. The childminder uses effective risk assessments to ensure children are kept safe on outings. Ratios are maintained and the childminder ensures adults are deployed fittingly to meet children's needs. There are appropriate arrangements to ensure assistants are suitable for their role.

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should:

n make better use of opportunities that arise to help children to explore their own ideas and to solve problems independently n engage children more fully when reading stories to support their language development even further.

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Setting details

Unique reference number EY413831 Local authority North Somerset Inspection number 10125709 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 12 Number of children on roll 17 Date of previous inspection 16 March 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Worle, North Somerset. The childminding service operates daily, throughout the year. The childminder receives funding to provide free early education for children aged two, three and four years. The childminder holds an early years qualification at level 3. She works with two assistants.

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Inspection activities

n This was the first routine inspection the childminder 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 childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector held professional discussions with the childminder and her assistant and spoke with children during the inspection. n A joint observation was carried out on a group activity and was discussed with the childminder. n Required documentation and information about assistants' suitability was observed and discussed.

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Inspection activities

18 January 2022 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

18 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.

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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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