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 Good

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The provision is good

Children feel happy and quickly settle into the homely setting. They form strong emotional bonds with the childminder. They respond well to the childminder's calm, affectionate, and friendly manner. The childminder knows the children well and readily comforts them when they seek support. The child-led approach and structured routines engage children in meaningful learning. Children confidently choose and lead their own play from a good range of interesting activities that support their personal interests.

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The provision is good

The childminder delivers a broad curriculum to support children's developmental needs and help them make good progress. She adapts activities to suit different age groups, enabling each child to learn and play at their own pace. For example, when the childminder offers loose part play opportunities such as tubes with holes, younger children explore them by stacking one on top of the other, while slightly older children challenge themselves by practising threading through the holes with the childminder's guidance. The childminder commits to creating a nurturing and inclusive environment. As some children come from homes where parents speak other languages, she uses dual-language books and cultural nursery rhymes to support bilingualism and make these children feel valued. The childminder serves as a good role model and sets clear expectations, encouraging children to share, play kindly, and respect each other. As a result, children develop positive attitudes

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need to do better?

n The childminder enthusiastically joins in children's play, building on their ideas to extend their learning. For example, when children role-play with toy babies, she models how to care for them, teaching nurturing through play. When children play with cars, she encourages them to use the ramp and asks questions about the cars' movements. This approach fosters critical thinking from an early age. n The childminder supports children's language well. She models language, explains things clearly and often narrates activities to introduce new vocabulary. However, some of the younger children, who are still developing their language skills, would benefit from some further support from the childminder to share their thoughts, needs and interests. n The childminder builds positive relationships with parents and keeps them well- informed about their child's day. Parents are very happy with the care their children receive and express gratitude for the variety of activities and the safe

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need to do better?

environment the childminder offers. They praise the childminder for their children's overall development. n Children benefit from daily opportunities for fresh air and exercise as they go for walks in the local area. They have varied opportunities to practise and develop

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need to do better?

22 May 2024 their physical skills. For example, they build core strength by attempting climbing and balancing on different surfaces. n The childminder provides children with opportunities to take part in activities that enhance their small hand movements while also developing their attention and concentration. For instance, children spend time carefully playing with busy boards, peg boards, and threading activities. As children engage in these tasks, they focus on details such as fitting pegs into holes or threading hoops onto spaghetti, which improves their ability to sustain attention over time. n The childminder encourages children's early literacy and numeracy skills. Children develop a love for books by listening to stories with the support of props and looking for characters in the books. During free play, the childminder incorporates opportunities to count, such as counting blocks while building

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need to do better?

models, and encourages children to spot numbers in their surroundings. n Children learn to identify and name their emotions. The childminder uses a mirror along with pictures of different emotions to help children recognise and regulate their feelings. This positively impacts their emotional development and enhances their social interactions. They also visit playgroups where they socialise with children of different ages and develop their social skills. n The childminder supports children's independence skills well. Young children feed themselves confidently, and older children develop other self-care skills such as hand washing and putting on their coats or shoes. This support helps children become more self-reliant and confident in their abilities. n The childminder aims to continually develop and enhance her provision. She makes good use of training courses to expand her knowledge. For example, she

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need to do better?

attended a training session on potty training to better support a child in her care. She also shared the information and strategies she learned with the child's parent to ensure consistency at home. Additionally, she liaises with other childminders in the local area to share ideas and good practices.

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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 continue to develop methods for the younger children, who are still developing their language skills, to communicate their needs.

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Setting details

Unique reference number EY499729 Local authority Bristol City of Inspection number 10335757 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 2 Date of previous inspection 26 June 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Bristol. The childminder provides care for children from 8am until 5pm on Monday to Wednesday, all year round. The childminder has a degree in Early Childhood Studies.

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Inspection activities

n This was the first routine inspection 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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 May 2024 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

22 May 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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