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's welfare is at the forefront of the childminder's mind. She works closely with her co-childminder to attentively support children's physical and emotional well-being. They are caring and affectionate with the children and offer new children lots of reassurance. Babies enjoy the childminders' company and build close bonds with them. The childminder quickly recognises when babies are tired or hungry and leads the adaptation of routines, providing for babies' needs appropriately. The childminder helps children to manage their emotions. Children begin to enjoy the company of the other children, sharing resources and playing together. Babies confidently toddle around and are keen to see the interesting things the other children are exploring. Parents say that they are absolutely delighted with the care their children receive.

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The provision is good

The childminder provides an interesting and targeted curriculum. Children make good progress. Parents say that the childminder creates engaging and exciting learning opportunities for their children. Children giggle as the childminder uses different props, such as puppets and toys, to lead songs to settle children at the start of the day. Children are interested, engaged, and they listen well. They eagerly sing and follow actions. They confidently talk about the weather and show their growing memory skills as they recall what they had for breakfast.

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need to do better?

n The childminder observes children as they play and explore. She assesses their achievements and any gaps in their development. She promptly and thoroughly outlines children's next steps in learning. She links with other settings children attend, sharing information to enable a consistent approach to the support children receive. n The childminder talks to children as they play, providing a narrative and useful explanations. She repeats words and phrases so that children hear the correct way to say things. She listens and responds to babies' babbles and children's conversation, which encourages more communication and their skills to progress well. n The childminder regularly takes children on trips to various venues to help build their confidence in new situations and understanding of the world. They go to local parks, farm parks and forest school sessions. They also attend playgroups with the childminder to build their social skills. The childminder follows suitable

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need to do better?

procedures when she takes children out, which ensures that she can keep them safe. n The childminder has good relationships with children's parents. She shares information with them about children's development during daily discussions, regular messages and through entries on an app that she uses. However, at

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need to do better?

5 March 2024 times, the childminder's partnership working with parents is not effective, particularly in relation to supporting children's healthy lifestyles. She supports parents' understanding of a healthy diet for children but is not always successful in helping to implement this. n Children develop their sense of responsibility and independence well. The childminder is encouraging and makes time in her routines for children to tackle tasks and challenges. Children independently put on their boots and coats when going into the garden. They work to squeeze paint into pots and persevere well. They are proud of their achievements and show positive attitudes to developing their skills. n Children enjoy investigating different materials. They mould play dough and fill and empty containers with ice, which develops their coordination well. They prepare sandwiches and excitedly use number cutters to create unique sandwich

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need to do better?

shapes. The childminder asks children questions to encourage their use of mathematical language but does not always give them enough time to think and answer. Additionally, she does not make the most of other opportunities to teach children mathematical concepts. n The childminder keeps up to date with the local safeguarding partnership procedures and has a secure understanding of child protection issues. She makes sure that her home is clean and well maintained. She ensures that the play equipment is age appropriate and that children are supervised closely. n The childminder works well with her co-childminder. She leads their reflection on their practice. She uses online tools to help gather parents' views and makes changes to benefit the children. The childminder works closely with other local childminders to share good practice and to get new ideas to enhance their provision.

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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 enhance partnerships with parents and help to develop children's healthy lifestyles further n make the most of opportunities to develop children's mathematical skills.

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Setting details

Unique reference number EY498047 Local authority North Somerset Inspection number 10311893 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 13 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Clevedon, North Somerset. She operates all year round from 8.30am to 4.30pm, Tuesday to Friday. The childminder holds an appropriate qualification at level 3. She regularly works with another childminder. The childminder provides funded early education for three-year-old children.

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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 childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the areas used for childminding and discussed with the childminder how she implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children, the childminder and co-childminder and spoke with them at appropriate times during the inspection. n Parents shared their views of the childminder's provision with the inspector. n Relevant documentation was reviewed by the inspector, including evidence of suitability checks and paediatric first-aid qualifications, and the childminder discussed her procedures for safeguarding the children.

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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

5 March 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

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