Childminder in North Somerset

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

The childminder is very clear on what she wants children to learn and how to provide them with well-targeted learning experiences that give them a strong foundation for future learning. Children eagerly explore being a 'doctor' through their role play, creating scenarios with each other and asking, 'Can you be the patient?' Children develop patience when taking turns using the 'stethoscope' to check their heartbeats. They place it correctly on the body, recalling previous learning about 'our bodies'. The childminder allows children time to manage their own risks safely. For example, younger children develop their coordination and balance when independently managing small steps. During snack, children discuss how they planted seeds earlier in the morning. The childminder extends children's thinking skilfully and questions them about what plants need to grow. Children confidently reply 'water, mud and sun'. The childminder and her co-minder provide

p.2

The provision is outstanding

children with a varied curriculum, particularly focusing on children learning through their natural world.

p.2

The provision is outstanding

Children's behaviour is excellent and they are well mannered, thoughtful and caring towards each other. For example, older children ask the younger ones, 'Do you want some banana?' The childminder and her co-minder have high expectations for children's behaviour and learning. Children develop their self-regulation skills well as the childminder provides them with the time and space they need to process their thoughts and feelings. The childminder and co-minder have wonderful relationships with children. Children feel valued, safe and secure in their environment.

p.2

need to do better?

n The childminder and her co-minder ensure that the curriculum is tailored to meet the individual needs of children. They deliver a well-balanced curriculum that values and respects children's uniqueness. The childminder and co-minder have implemented a 'question board' to acknowledge questions children ask throughout the day. They provide opportunity for children to then explore these questions, embracing their curiosity. For example, children question colour and they then explore mixing colours. n The childminder and her co-minder use information gathered from parents to form robust starting points for children. They complete the progress checks for children aged two years and school transition forms which they share with parents and relevant professionals. They have formed very good links with other pre-schools that children attend and share information on children's development, providing continuity for children's care and learning.

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need to do better?

n Children have a strong awareness of healthy habits. They use and recall language such as 'oxidants' as the childminder prepares blueberries for snack.

p.2

need to do better?

25 April 2024 The childminder discusses how these are 'healthy'. Children develop their self- care skills and relish the responsibility of setting the table for lunch. Older children confidently attend to their toileting and hygiene needs and the childminder is highly attentive to their needs. Children have access to outside daily, supporting their well-being and space to develop their gross motor skills. n Children explore their natural world and experiment with natural foods. They visit local woodland and forage for wild garlic, learning how to make wild garlic pesto. Children enjoy this for lunch and the childminder questions, 'How did we make this?' Children share that they 'squeezed lemon and picked plants'. The childminder reminds them, 'Garlic is good for our immune system.' Children retain their learning, supporting excellent progression in their development. n The childminder and her co-minder are highly reflective of their skills and

p.2

need to do better?

provision. The childminder uses her vast experience of teaching to help prepare children for their school transition. For example, she provides more focused teaching to children in small groups, particularly supporting them with their literacy skills and emotional resilience. n Parents report on how children's 'real world connections' have excelled their learning. The childminder and her co-minder share children's 'learning diaries' with parents and welcome parents to share their own strengths, such as bell ringing. The childminder and her co-minder have formed trusting relationships with parents.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Setting details

Unique reference number 2739848 Local authority North Somerset Inspection number 10334221 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She operates from the home of her co-minder in Clevedon, North Somerset, Thursday and Friday from 8am to 5pm. She also operates from Yatton Village Hall, North Somerset, Tuesday and Wednesday from 8am to 5pm, all year round. The childminder works with a co-minder and she employs two assistants. The childminder is a qualified teacher; her co-minder holds an early years qualification at level 6. One assistant is qualified at level 3 and one assistant is unqualified. The childminder receives free early education funding for children aged two, three and four years.

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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

25 April 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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