Childminder in North 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 feel safe and secure at this setting. They are confident to express their preferences and know that the childminder listens to them and acts on their choices. For example, they enthusiastically join in with songs, rhymes, games and conversations choosing what they want to sing next. This setting is a language-rich environment where the childminder encourages children to chat and talk about their play.

p.2

The provision is good

The childminder has good relationships with the children and they respond well to her kind and gentle manner. She plans the curriculum around the interests of the children. As a result, children are relaxed and purposefully engaged in their play.

p.2

The provision is good

Parents value the childminder and report that their children make 'great progress'. Parents say that she is an extension of their family, providing 'a home away from home' and that they are confident their children will be well prepared for the next phase of education. The childminder regularly communicates with parents. She keeps them updated on their child's development using an online software package and individual social media groups.

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need to do better?

n The childminder knows the children well and what they need to learn next. She helps develop children's emerging speech using nursery rhymes and songs, and role plays with children who find imaginary play difficult. For example, she plans a teddy bears' picnic, where she models role play and reinforces hygiene routines. n The childminder engages children in conversation. She listens to children, reframes their evolving vocabulary and models language well. The childminder uses a range of open and closed questions which enable children to extend their ideas. For example, she asks children 'what else has big round circles' when looking at the wheels of a digger in the garden. n The childminder encourages an interest in sounds and letters, which children remember and talk about in their play. Children show a keen interest in listening to the childminder and they join in with familiar songs and rhymes. However,

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need to do better?

the childminder does not encourage children's exposure to books to strengthen their early literacy skills. n When children choose toys that interest them, the childminder interacts and engages with them as they play. She uses mathematical language throughout the session. As a result, children frequently use the same mathematical language in their play. For example, the childminder introduces size when children are exploring digger trucks in earth, saying 'a big round circle'. This is then repeated by the child. The child responds 'no, they're little' and goes on to

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need to do better?

11 January 2023 draw circles in the earth. n Children go on lots of outings which develop their physical stamina and gross motor skills in different environments. For example, they have many opportunities to practise running, climbing and walking on trips to local woodlands and parks. Children also learn about the world around them and have opportunities for outdoor learning. The childminder regularly takes children to playgroups and childminding networks, where they mix with other children. This helps to promote their personal and social skills well. n Children happily play with the childminder and each other. They are confident to talk to each other and ask the childminder if they need anything. She quickly irons out minor disputes and play resumes. For example, the childminder reinforces rules with children, saying 'When she has finished, you can have a turn. Everyone can play with the toys here.' n The childminder supports children's independence. She asks them to take off

p.2

need to do better?

their wellies, reminds them to wash their hands before eating their snack and asks children to choose which plates and place mats they use. n The childminder monitors children's progress and keeps track of what children know and can do using an online software package. This means that she plans activities that are well suited to each child's next steps. n The childminder takes part in professional development. For example, she makes good use of online training courses to improve her practice. She discusses and shares good practice with other professionals, such as other local childminders.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of her safeguarding responsibilities and how to protect children from harm. She attends regular safeguarding training to keep herself up to date with current safeguarding policies and accesses extra training through her professional organisation. The childminder recognises the possible indicators of different types of abuse, including neglect, emotional abuse and radicalisation, that may suggest a child is at risk of harm. She knows local safeguarding procedures, how to make a referral or who to contact if she has a concern. The childminder knows how to keep children safe online and signposts advice to parents when needed.

p.3

should:

n increase opportunities to develop children's early literacy skills by allowing more exposure to books.

p.3

Setting details

Unique reference number EY382059 Local authority North Somerset Inspection number 10235252 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 7 Number of children on roll 7 Date of previous inspection 11 January 2017

p.4

Information about this early years setting

The childminder registered in 2008. She lives in Nailsea, North Somerset and holds a childcare qualification at level 3. The childminding service operates on Monday, Wednesday and Thursday between the hours of 7.30am and 6pm.

p.4

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 spoke to the inspector about children's learning and development. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the children and the childminder and spoke with them at appropriate times during the inspection. n The childminder answered questions to ensure that she meets safeguarding and welfare requirements. n Relevant documentation was reviewed by the inspector, including paediatric first-aid qualifications.

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Inspection activities

11 January 2023 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

11 January 2023 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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