Chappell, Frances Theresa

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

p.1

The provision is good

The children are very happy in this clean and stimulating environment. They have a strong bond with the warm, approachable childminder. This helps them feel safe, secure and confident.

p.2

The provision is good

Children are free to make their own choices. For example, they choose to make rockets from the wooden bricks and investigate how bricks balance on top of each other. They persevere and are not concerned when their stacks of bricks fall. They say: 'It doesn't matter, it was accident!' and carry on trying.

p.2

The provision is good

Children explore the interlocking bricks and use their imaginations as they create birthday cakes with candles and tall towers. They carefully choose the right shapes they need and learn how to push these together firmly.

p.2

The provision is good

Children love to be outside and learn to use pedals on a tractor to propel themselves forward. They work hard at this and are proud of their achievement.

p.2

The provision is good

Children use puppets to help tell each other stories. For example, children hold up a puppet and say: 'Hello little fox, what is a Gruffalo?' The childminder helps children remember the rhyming words and describe different things they see on the pages. This supports their language development.

p.2

The provision is good

The childminder offers an ambitious curriculum focused particularly on language and communication, personal and physical development. She has high expectations and is an exemplary role model. As a result, children are kind and helpful to each other, behave extremely well, are keen to learn and make excellent progress.

p.2

need to do better?

n The childminder reads frequently to the children who enjoy snuggling up and joining in. The childminder skilfully links learning by using additional resources so that the children can be actively involved. For example, they read a story about a small pig being lost. Children search in the animal basket for the smallest pig. They excitedly use their home-made 'binoculars' and 'telescope' to see if they can find him. The childminder introduces a counting book, and the children search to find the right number of hens and chicks from the basket. The children count accurately from one to five. n The childminder plans an activity that aims to retell the story of Goldilocks using puppets and bowls of porridge oats. All children engage excitedly with the big pile of oats. They move it about using their hands and then use jugs, scoops and spoons to fill bowls before mixing it with water. The childminder re-reads the

p.2

need to do better?

story and introduces the puppets at the same time as the children are deeply

p.2

need to do better?

20 April 2023 involved with their play. As a result, some children are unduly distracted from what they were doing. Some children enjoy incorporating elements of the story into their play, such as referring to bowls of hot and cold porridge for each of the three bears. The sequence and intent of the planned activity was not sufficiently flexible to have regard for all children's immediate interests. n Children benefit from a range of outings. They make a shopping list and then walk to the shop where they look for the items they need. They go the local park where there are green spaces and play equipment. They go to local groups where they can socialise with other children, and they go to the beach where they dig and look for shells. These stimulating activities help children understand more about their local community and the wider world. n The childminder ensures children wash their hands thoroughly before eating and

p.2

need to do better?

provides healthy snacks such as fruit. She encourages children to become more independent as they peel and cut up bananas themselves. n Parents are extremely happy with the provision. They say the childminder is supportive of parents as well as their children. For example, she helps when children are potty training. They have total trust that she keeps the children safe. They say that their children love coming. The childminder communicates regularly and effectively so that parents know what their children learn and the progress they make. The childminder involves parents in their children's learning at home. For instance, she provides copies from their poetry book. n The childminder keeps her knowledge and understanding up to date with online training courses. She also speaks regularly with other childminders, and they share elements of good practice and ideas.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge of the signs and symptoms of abuse and neglect and other safeguarding issues, such as grooming and radicalisation. She knows who to contact and what to do in the event of an allegation being made against her or when she has concerns about a child or their family. The childminder keeps children safe when they are on outings.

p.3

should:

n consider the sequence and flexibility of some adult-led activities so that they always have regard to children's immediate interests.

p.3

Setting details

Unique reference number 118256 Local authority North Somerset Inspection number 10280518 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 6 Number of children on roll 4 Date of previous inspection 23 August 2017

p.4

Information about this early years setting

The childminder registered in 2000 and lives in Weston-super-Mare, North Somerset. The childminding service operates Tuesday to Thursday, from 7am until 5pm, throughout the year. The childminder is eligible to receive funding for free early education for children aged two, three and four years.

p.4

Inspection activities

n This was the first routine inspection that 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 setting. n The inspector observed the quality of education and assessments and the impact on children's development. n The inspector observed the quality of the interactions of the childminder with the children. n The inspector discussed an adult-led activity with the childminder. n The inspector took into account the views of parents through written feedback. n The inspector reviewed essential documentation.

p.4

Inspection activities

20 April 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.

p.4

Inspection activities

20 April 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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