Childminder in Bath and North East Somerset

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are happy and settled in the childminder's care. They enjoy their play, are kind and helpful to each other, and behave well. The childminder uses activities, such as making play dough, to help children develop their small muscles. Children are quick to join in with activities on offer and share resources well. However, the activities planned are not focussed sharply enough on children's interests or what they need to learn next. As a result, children often lose focus. The childminder does not always interact well and misses opportunities to enhance children's communication and language skills and extend their ideas. For example, the childminder fails to notice as a child brings a doll, pushchair and covers to her. The child loses interest and moves away.

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The provision requires improvement

Children begin to develop their independence skills and manage their personal hygiene. For example, older children access the toilet and wash their hands after, and younger children learn how to take off their coats and shoes when they arrive. There are some weaknesses in teaching that the childminder has not yet identified. The curriculum lacks clear intent and does not always fully promote children's interests or build on what they know and can do. Some activities do not consistently provide good levels of challenge.

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need to do better?

n The childminder gets to know children's likes, dislikes and routines when they start. However, the information gathered does not focus on children's prior knowledge. The childminder does not consistently plan activities that build on what children already know and can do. This does not support children to make the best possible progress in their learning. n Children have strong relationships with the childminder and are eager to join in with the activities provided. Some activities are not planned well enough to provide the best possible learning opportunities for all children. Children do not always achieve in their development as well as they could. For example, when the childminder introduces a threading activity with an assortment of cooked pasta, some children begin threading. However, there is no extension or challenge to meet their learning needs and they become disinterested. n Children have healthy and nutritious snacks. The childminder offers them a wide

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need to do better?

range of fresh fruit, including blueberries, strawberries and raspberries. She encourages children to identify the colours of the plates and independently use a knife to cut the fruit. n The quality of teaching is variable. When children become interested in their play, the childminder does not always use this opportunity to challenge children's thinking and ask questions to extend their learning. Interactions with children do not always have a positive impact on their communication and

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need to do better?

23 February 2022 language development. For instance, the childminder does not recognise the importance of children learning the correct pronunciation of words. n The childminder reviews some aspects of her practice and has completed mandatory training, including safeguarding and first aid. However, she does not focus well enough on continually developing her teaching skills and knowledge of child development to enable her to support children's emerging skills. n The childminder provides opportunities for children to develop early writing skills. For example, they make marks in play dough and on large wipeable boards. She supports children to develop some hygiene and independence skills. For example, she encourages them to wash their hands after messy play and before eating a snack. n The childminder plans some activities that help to broaden children's range of experiences. They go on outings into the local environment and are keen to talk

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need to do better?

about the farm animals they see. This helps children to develop a knowledge of their local community. However, the childminder provides few opportunities for children to learn about communities and lifestyles that are different to their own. n The childminder creates links with other settings that children attend and shares information effectively with them. The childminder builds strong partnerships with parents. Parents speak highly of the childminder and say that their children are happy and settled. Although parents do not enter the premises, they say that she keeps them informed about what their child has been doing during the day and their learning through daily conversations and photographs.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has completed training to update her knowledge and understanding of chid protection procedures. She understands her responsibility to always keep children safe. She is aware of the indicators of abuse and knows how to report concerns. She understands the need to identify any children who may be at risk of harm from extreme behaviours and views. She is confident in the action she must take should there be an allegation made against her or other persons living or working on the premises. She identifies and removes risks in the indoor and outdoor environments to support children's safety.

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Due date

23 February 2022 target professional development to identify gaps in knowledge, skills and practice that will raise the quality of the curriculum and learning activities provided 10/03/2022

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Due date

ensure the curriculum considers children's age, stage and individual development needs to plan and provide suitably challenging activities that extend their skills 10/03/2022

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Due date

improve the quality of teaching to enhance children's communication and language skills so that children hear the correct pronunciation of words and benefit from a rich and varied vocabulary to further develop their speaking skills. 10/03/2022

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should:

n gather more information from parents about what children know and can do before they start and use this information to plan for their future learning n help children to gain a greater awareness of people and communities beyond their own experiences.

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Setting details

Unique reference number 2522819 Local authority Bath and North East Somerset Council Inspection number 10215034 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Radstock, Somerset. She operates all year round Monday to Friday from 7.30am to 6pm, except bank holidays and family holidays.

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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 inspector and the childminder completed a learning walk of the areas used by the children and discussed how the early years provision and curriculum are organised. n A joint observation was carried out by the inspector and the childminder. n The inspector held discussions with the childminder, children and parents at appropriate times during the inspection. n The inspector looked at a sample of the childminder's documents.

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Inspection activities

23 February 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

23 February 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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