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

Children are happy and feel secure in the childminder's care. They share warm and close relationships with her and one another. Children make good progress in all areas of learning and benefit from many learning experiences which are based on a broad curriculum. They excitedly explore and investigate resources as they engage in play, for example as they use the small diggers to move the sand from one area to another. Children develop high levels of confidence as the childminder uses praise effectively to encourage and build on children's self-esteem.

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The provision is good

Children's behaviour is good. The childminder uses effective strategies and positive language to encourage children to behave well. For example, the childminder says 'good job' as the children start to sort and put the toys away ready for snack time.

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The provision is good

Due to the COVID-19 pandemic, parents now drop their children off at the childminder's door and they do not come into the setting. However, the childminder ensures that she continues to provide parents with information about their children's progress to help them feel involved in their children's learning.

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need to do better?

n Children enjoy activities to develop their creativity and imagination. They cuddle a doll close and bounce it gently up and down to get it to 'sleep'. They pretend that pieces of wood are ice lollies and tell the childminder that they have made 'ladder trees' from building blocks. n The childminder knows the children well. She provides them with learning opportunities based on their interests, which she uses well to extend their learning in all areas. For example, when children build and construct with building blocks, the childminder encourages them to count and engages them well in conversations about colours. n Children have a wide range of opportunities to develop their physical skills overall. They practise balancing and climbing on equipment at the park. They enjoy exploring on nature walks and trails, and they benefit from the fresh air and outside environment when visiting the animals at the local farm shop.

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need to do better?

n The childminder continually talks with the children as they play, which builds on their vocabulary and extends their understanding. However, on occasion, she asks questions in quick succession and does not give children the time that they need to think about what she has asked them before moving on. n Children share resources and take turns well, which develops their good social skills. However, the childminder does not consistently encourage children to manage some tasks for themselves to develop their independence further. For example, she does not encourage children to have a go at taking their own socks off before doing it for them. The childminder does not provide older

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need to do better?

25 April 2022 children with consistent opportunities to practise skills such as drinking from a cup without a lid. n The childminder encourages children to follow good handwashing routines and talks to them about why this is important. Children develop a good understanding about healthy eating as the childminder engages them in conversation while they eat their fruit snack. The childminder helps children to understand the importance of good oral hygiene. She shares resources with parents, such as a story about visiting the dentist, so that they can continue to support children's learning at home. n Partnerships with parents are good. The childminder works well with parents to understand children's individual needs and routines. Parents contribute their ideas, which the childminder incorporates into her setting to further support children's learning. The childminder works closely with parents to help children

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need to do better?

learn to adapt to changes. For example, in preparation for the arrival of a new baby sibling, the childminder reads books about a baby brother and shares photos, which initiates conversations to help children to feel secure. n The childminder values her ongoing professional development. She keeps her knowledge up to date and evaluates the provision to help her to make ongoing improvements and provide new experiences for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection issues and very good knowledge of safeguarding. This includes the wider aspects of safeguarding. She attends relevant training or completes courses online to keep her safeguarding knowledge up to date. The childminder can identify the signs that may suggest a child is at risk of harm and knows how to report any concerns. She carries out thorough risk assessments and checks that her premises are safe and secure so that children can play safely.

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should:

n give children the time that they need to think about and answer questions to develop their communication skills further n provide more opportunities for children to practise their independence skills.

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Setting details

Unique reference number 2564024 Local authority Somerset Inspection number 10232171 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Frome, Somerset. She operates from Monday to Thursday for most of the year.

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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 childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed the early years curriculum and the impact this has on children's learning. n The inspector spoke to children and the childminder at appropriate times during the inspection. n The childminder and the inspector observed the children engaging in activities and had follow-up discussions about children's learning. n The inspector read written feedback from parents and took account of their views. n The inspector observed the quality of education and assessed the impact on children's learning.

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Inspection activities

25 April 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

25 April 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

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

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