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 Good

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The provision is good

Children are happy and settled with the warm, caring childminder. They confidently ask her for help with a tricky task and come to her for cuddles when they are tired. The childminder knows the children well. She identifies what children know and can do and plans a broad range of activities to extend their learning and development.

p.2

The provision is good

Children behave very well. The childminder has clear expectations for them and communicates these gently but firmly. For example, when asked to tidy away, the childminder ensures that all children put toys away and is persistent in supporting children to follow this expectation. Children confidently talk to each other and to adults as they engage in imaginary play. They show curiosity, exploring a range of musical instruments and talking about the different sounds that they make.

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The provision is good

The childminder remained open throughout the COVID-19 pandemic. She maintained regular contact with the families of children who were not attending, including sending out activity ideas for children to do at home and videos of the childminder reading favourite stories. This maintained contact between the childminder, children and their parents.

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need to do better?

n Children enjoy sharing stories and looking at books with the childminder, who involves them enthusiastically in the story. They confidently choose books, bringing them to the childminder to share together. n The childminder uses signing to further support children's communication. For example, as she sings songs from the 'song bag', the childminder uses signs while singing. The childminder invites children to choose a song, teaching children to take turns with each other. n Children benefit from a wide variety of trips out. The childminder follows up trips with activities linked to what the children have seen. For example, children talk about the crocodiles they have seen at a local wildlife park. The childminder further develops children's learning through talking about the numbers on a crocodile puzzle and encouraging children to 'snap' like a crocodile. n The childminder encourages children to be involved in their care routines. She

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need to do better?

supports all children to wash their hands before eating, and sensitively invites children to come and have their nappy changed, talking to them about what she is doing. n Children are learning to be independent and to make choices. For example, children choose activities and confidently ask if they would like a new activity. The childminder encourages children to learn to put on their shoes themselves. n The childminder has warm and enthusiastic conversations with children. She talks to children about colours, numbers and other characteristics of objects to

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need to do better?

10 October 2022 extend children's learning. She encourages children to name things they are interested in, such as colours and animals. However, at times, the childminder uses a lot of closed questions with children that discourages them from thinking creatively beyond what they already know. n The childminder encourages children to share with each other. She promotes polite manners, such as saying 'please' and 'thank you'. However, the childminder does not consistently encourage children to think about wider emotions, to support them in learning about how they feel. n The childminder has strong partnerships with parents. Parents talk enthusiastically about the support the childminder provides and how their children are happy and settled. The childminder shares with parents how their children are developing and any areas that she is working on with them. She shares ideas with parents to support children's development at home.

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need to do better?

n The childminder links with other childminders in the local area to gain support and share ideas. This supports her continued development. The childminder meets with these childminders and their minded children. This gives children the opportunity to socialise with a wider group of children and helps prepare them for larger groups when they move on to the next stage of their education.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has clear processes in place to ensure that children are safe in her care. She has a good understanding of the signs and symptoms that may indicate that a child is at risk of harm. The childminder has policies and processes in place to record concerns promptly and accurately. She is aware of when to refer concerns further, and who to contact in order to keep children safe. The childminder attends regular training to ensure her knowledge is up to date.

p.3

should:

n make better use of questions during play activities with children, to encourage children to share their thoughts and ideas n introduce children to a wider range of emotions, to help them recognise how they feel and develop their understanding of a range of emotions.

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Setting details

Unique reference number EY431167 Local authority Somerset Inspection number 10235569 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 6 Number of children on roll 10 Date of previous inspection 1 December 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Frome, Somerset. She works Monday to Friday, from 8am to 4.30pm, all year round.

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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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation.

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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.

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Inspection activities

10 October 2022 10 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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