Childminder in North Somerset

Overall effectiveness Requires improvement

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

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The provision requires improvement

Despite inconsistencies in the quality of education, children are happy, secure and have fun in the childminder's home. They have strong, positive relationships with the childminder. Therefore, they are confident to explore and lead their learning. The childminder introduces new vocabulary as children play, such as fennel and aubergine as they explore pretend foods. She listens well to children's ideas and encourages them to develop their imagination. For example, children explore and describe textures as soft and fluffy and use one item to represent another. Children have a good attitude to learning and are inquisitive. They become independent as they make choices and select resources. They willingly help to tidy up. However, lack of planning means the childminder does not always teach the knowledge and skills children need to make as much progress as they can.

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The provision requires improvement

The childminder continued to provide childcare for children of key worker parents during the COVID-19 pandemic. She kept in contact with those who did not attend. As a result, children quickly settled back in and re-established their social relationships.

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need to do better?

n The childminder knows the children well and identifies what they need to be learning next. However, she does not always use this information successfully to plan activities and experiences to support their next stages of development. For example, although she intends to help children develop their understanding of numbers, she misses many opportunities to support them as they play. Supporting mathematical development was also a recommendation at her last inspection. n The childminder organises her environment well to enable children to make independent choices. For example, they select books and take them to the childminder to read. She recasts words if children mispronounce them and narrates young children's actions to support their language skills. However, she sometimes reinforces incorrect words, such as choo choo, doggie and birdie, which does not provide a good role model for language skills.

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need to do better?

n Children become animated and excited as the childminder provides additional resources. For example, they recognise some shapes, and the childminder provides the names of others. However, just as they show concentration and eagerness to use them further, the childminder packs them away, interrupting their learning and not using their motivation to challenge them further. n The childminder promotes children's confidence and perseverance well. She encourages them to have a go at new skills and keep on trying. As a result, they are delighted with their achievements. The childminder provides daily opportunities for children to be outdoors, enjoy exercise and develop a healthy

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need to do better?

18 October 2022 lifestyle. They regularly help themselves to drinking water. n Children develop a positive awareness of their own uniqueness and other people's differences. She helps them to manage effectively their behaviour and understand their emotions. For example, she is consistent in ensuring children value each other, share toys and are kind. Children have lovely relationships with the childminder and go happily to her for cuddles and reassurance. n The childminder has good partnerships with parents. She shares daily information with them on children's care and achievements. The childminder seeks good information on children's individual needs before they start, to help them settle and feel secure. However, she relies on parents to get other settings their children also attend to contact her, and she is not proactive in finding alternative ways to share information if this does not work. n The childminder watches training webinars and meets with other childminders to

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need to do better?

update her knowledge and share best practice. She is seeking training in autism to develop her skills further and identify where children may need early help.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has regular training in all aspects of safeguarding and has a good understanding of the signs to be aware of. She knows the procedures to follow to identify, help and support children who may be at risk of harm. The childminder carries out good risk assessments and teaches children how to keep themselves safe. For example, they learn to cross the roads safely on outings. She regularly checks sleeping children and has a good awareness of how to keep children safe off the premises. The childminder understands her responsibilities to protect and promote children's welfare.

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Due date

ensure the information obtained on children's development is used effectively to plan challenging activities and experiences to support their next stages of learning more successfully, especially in mathematical development. 31/12/2022

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should:

18 October 2022 n improve the quality of teaching to provide a good role model when talking to children, to better support their developing language skills n give children time to concentrate and engage in activities to motivate their learning even further n strengthen the partnerships with other settings children attend, to provide coherent support for children's development.

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Setting details

Unique reference number EY306488 Local authority North Somerset Inspection number 10234926 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 7 Date of previous inspection 20 October 2016

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Information about this early years setting

The childminder registered in 2005. She lives in Weston-super-Mare, North Somerset. The childminder offers care Monday to Friday, for 48 weeks a year. She receives funding to provide early education for children aged three years.

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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 discussed her curriculum intent, and the inspector observed the quality of education and assessed the effectiveness of safeguarding and care procedures. n The inspector observed the interactions between the childminder and the children. The inspector spoke with the childminder at convenient times. n The inspector carried out a joint observation with the childminder and discussed the impact on children's development. n The inspector spoke with a parent and children, taking account of their views.

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Inspection activities

18 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

18 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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