Anthony, Sara Kimberley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder provides a welcoming, friendly environment. Gradual settling-in procedures ensure that children feel emotionally secure and happy. Children become increasingly independent, as the childminder enables them to do as much as they can for themselves. She sensitively builds young children's confidence, offering support to enable them to achieve, until they can manage alone. Children eagerly help with the daily routines, such as cleaning the table for snack, laying the table and cutting their own fruit. The childminder's own enthusiasm provides a positive role model for children. They are highly inquisitive, are eager to solve problems and develop extremely positive attitudes to learning. Children enjoy an extensive range of activities and are keen to be involved. For example, with good support, they roll numbered conkers, in numerical order, down a drainpipe. They notice how some conkers roll further than others and discover this is because while

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The provision is good

some are round, others have a flat bottom.

p.2

The provision is good

Parents no longer enter the premises since the COVID-19 pandemic began. They confirm how well the childminder communicates with them and are extremely positive about the way she and her co-minder care for their children. Parents comment on the wide range of activities and outings provided and appreciate the advice they receive in supporting their children at home. Parents comment on how quickly their children catch up through successful support from the childminder.

p.2

need to do better?

n The childminder implements her curriculum effectively. She uses her good knowledge of each child's abilities to plan an exciting environment and activities, which supports their next stages of development. She and her co-minder plan good learning experiences using their local community. This enables children to develop a powerful sense of belonging as well as a positive awareness of people who help us, such as female police officers. The childminder makes effective use of technology for children to know where to gain further information. However, she does not use all opportunities to help children use books. n Children are exposed to rich language experiences. The childminder understands the importance of children's language and communication skills on their future learning. She asks good open-ended questions and pays attention to their answers. The childminder increases children's vocabulary and uses songs and

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need to do better?

stories to help them remember. Children enthusiastically join in with actions and words to songs. The childminder gives children the opportunity to choose the songs they want. However, she has not considered ways to enable quieter children to voice their opinion. n The childminder supports children effectively with managing their personal needs. They confidently wash their hands before eating and wash their hands

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need to do better?

5 October 2022 and face afterwards. The childminder provides good support for children to understand the importance of healthy eating, caring for their teeth, drinking plenty of water and having daily exercise. She helps them to notice the impact exercise has on their body, such as feeling their heart race and noticing they are hot. n Children are exceptionally well behaved. The childminder has high expectations, so children have impeccable manners. They are very inquisitive and show an eagerness to learn. Children are proud of their achievements and willing to keep trying to develop new skills. For example, young children show pleasure in being praised for putting their chair away. They carry it safely but struggle with stacking it on top of others. The childminder gives clear instructions and enables them to learn what to do, so next time they are eager to try again. n The childminder and her co-minder work well together to meet children's

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need to do better?

learning and care needs. They use effective strategies to support each other and evaluate their practice. For example, they observe each other's quality of teaching and provide feedback on ways to improve. They have looked at ways to further extend children's mathematical development, such as using cooking activities or numbers and shapes as they play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good understanding of safeguarding procedures. She knows what to be aware of, including wider aspects, and who to report concerns to if a child is at risk of harm. The childminder knows how to assess risks so that children can play in a safe environment, on and off the premises. She teaches children the importance of keeping themselves safe. The childminder follows correct procedures if an allegation is made and understands her responsibility to report this to the local authority designated officer and Ofsted.

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should:

n develop ways of helping younger children to voice their opinions in group activities n extend children's understanding of how books are used for information.

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Setting details

Unique reference number EY462215 Local authority Somerset Inspection number 10236172 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 10 October 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Bishops Lydeard, Somerset. She works with her mother, who is also a registered childminder. The childminding service operates from 7.30am to 6pm, Monday to Thursday, throughout the year. The childminder provides free early education for children aged three years. She holds an appropriate early years qualification at level 3.

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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 childminder spoke to the inspector about children's learning, and the inspector observed the interactions between the childminder and the children, indoors and outdoors. n The inspector spoke with the childminder at convenient times and assessed the effectiveness of safeguarding and care procedures. n The inspector carried out a joint observation with the childminder, on a planned activity led by her co-minder, to discuss the impact on children's development. n The inspector took account of parents' written feedback and spoke with the children, taking account of their views.

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Inspection activities

5 October 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

5 October 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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