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 Not applicable

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The provision is good

Children become happy, confident learners, underpinning their eagerness to participate in the exciting activities. For example, children of all ages are fascinated by the toy creatures stuck in ice. They discover that, because it is cold, the ice does not melt, and they need to break it. Later, when the sun comes out, they see the effect this has. The childminder works closely with her co-minder to develop a curriculum that successfully helps each child to build on what they can already do to prepare them for school.

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The provision is good

The childminder organises group times effectively and uses them successfully to develop children's knowledge and skills. For example, children enjoy exploring novel words in books, such as 'commotion', as they engage well in listening and contributing to stories. Older children recall that the ocean is blue but black at the very bottom. Young children fill in familiar words and are eager to name the sea creatures. The childminder recognises that children need to be active after sitting. She demonstrates how creatures in the story move, and children copy the actions, such as walking sideways like a crab and waddling like a penguin. Not only does this embed their knowledge of the story and nature, but it also develops their control and coordination of their bodies.

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need to do better?

n Partnerships with parents are strong. Many confirm the comprehensive sharing of essential information, so children receive consistent care and learning. This also enables the childminder to gain a good understanding of children's starting points. She monitors children's development successfully, identifying the most appropriate next stages to ensure she plans well to help each child make good progress. n The childminder has a good understanding of the skills children need to start school. She ensures she builds on children's development step by step to develop their confidence, independence and positive relationships. The childminder provides consistent support for children to recall past learning, to help embed their knowledge. She ensures they have the language skills to express themselves and follow instructions. n The childminder focuses successfully on children's communication and language development. For example, she encourages older children to think of alternative

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need to do better?

words with a similar meaning, such as huge, enormous and gigantic. Children engage in lively conversations and use descriptive words. However, occasionally, the childminder misses non-verbal indications from quiet and young children that they have something to contribute. n Children behave well and develop a good awareness of the childminder's high expectations. They take care of the environment and learn to respect their

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need to do better?

1 February 2024 community. Children are kind to each other and share resources. Those new to the setting soon settle and become part of the happy group. n Overall, children have good opportunities to make choices and lead their learning. For example, babies explore the resources and find out what they can do with them. Older children choose the tools they need for a purpose. Children are confident to say what they want to do, and the childminder listens to them and values their opinions. However, she does not always check that the majority agree with the decision, to help them understand about democracy. n Children of all ages enjoy learning about the farm. They watch the animals and try to notice any differences. The childminder sensitively helps older children to develop a good understanding of keeping themselves safe, and she supports their understanding of the rules, including that 'only adults open gates'.

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need to do better?

n The childminder has a good understanding of safeguarding children. She attends training and keeps up to date to know what signs to be aware of that children may be at risk of harm. She knows the procedures to follow to ensure children receive any help they need quickly, including should she have concerns about a colleague. n The co-minders work together well and provide effective support for each other and their assistants. They work with one assistant at a time, acting as good role models and helping them to develop the quality of their teaching. The adults provide good support for each other's well-being, which ensures a harmonious team for the children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen awareness of when quieter and younger children want to contribute through non-verbal communication n help older children to understand about democracy, to extend their understanding of fundamental British values further.

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Setting details

Unique reference number 2581783 Local authority Somerset Inspection number 10260236 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 36 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She works from the home of her co-minder on a working farm in the village of Middle Chinnock, located between Yeovil and Crewkerne, Somerset. The childminder works with her co-minder and an assistant. They provide care from 7.30am until 6pm, excluding bank holidays and family holidays. The childminder and her co-minder hold early years qualifications at level 3. They receive funding to provide free early education for children aged two, three and four 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 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 how the childminder implements her curriculum, indoors and outdoors, and the impact this was having on children's development. n The childminder and inspector observed an activity and discussed the quality of teaching and learning. n Children spoke to the inspector and parents shared their observations of the childminder in writing. The inspector took account of their views. n The inspector checked the safety of the premises and sampled 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

1 February 2024 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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