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

The childminder implements a meaningful curriculum for all children. She uses her knowledge of the children well to follow their interests and needs. Younger children build on their small physical skills as they squeeze spray bottles, pretending to clean the cabin. Children develop their mathematical skills. For example, the childminder purposefully cuts children's snack into different shapes and they recognise it is a triangle. The childminder asks, 'How many triangles?', and the children confidently shout, 'Two'. Children display a love of literacy as they ask if they can we read a story. The childminder and children immediately gather and enjoy a story together. They engage in discussions about different characters and what will happen next in the story. Children form strong bonds with the childminder, who has created a warm, caring environment where children feel safe and secure.

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The provision is good

The childminder places great focus on children's well-being. She encourages them to begin to understand their own needs. Older children say, 'I need a rest', and the childminder asks them what they think they need that will help them to feel better. Children know and understand what their bodies need as they reply 'some water'. The childminder inspires children to make predictions, test their ideas and solve problems. Older children use dry sand to make sandcastles and ask, 'Why doesn't it stay up?' The childminder allows children time to think about what they need. Children develop perseverance when carefully adding water until their sandcastle stays up. They proudly shout, 'I have done it.'

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need to do better?

n The childminder adapts activities well to suit the different ages of children. For example, younger children practise their hand-eye coordination as they carefully thread beads. However, occasionally, the childminder does not provide enough challenge for older children to help maintain their focus during such activities. n The childminder uses robust assessment procedures to track and monitor children's development. She gathers detailed information to form accurate starting points for children. The childminder reviews children's learning termly and shares this with parents. n Children communicate confidently. The childminder places particular focus on children's communication and language development, providing a language-rich environment. Children learn new vocabulary, such as 'salami' when making pretend sandwiches. Younger children use the word 'spikey' when exploring sensory objects. The childminder role models to children the correct

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need to do better?

pronunciation of words. For example, when younger children say 'doggies', the childminder repeats back 'dog'. n Children learn to be increasingly independent when attending to their own

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need to do better?

24 June 2024 toileting needs. The childminder encourages good hygiene habits when reminding children to wash their hands. Children enjoy being outside. They water plants and learn about what plants need to grow. However, the childminder provides limited opportunities outside for children to fully explore and develop their skills to make marks to prepare them for early writing. n The childminder provides children with a wide range of experiences in the local area, increasing their knowledge of the world around them. They enjoy trips to the woods, ride on buses and visit a local safari park. Children excitedly recall these visits as they remember going on a train to see the swans. The childminder places great value on providing new opportunities for children to develop their interests, such as visiting the cinema and attending dinosaur exhibitions. n The childminder is dedicated and passionate about her role. She attends various

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need to do better?

training and uses this knowledge to provide children with positive learning experiences. For example, recent training on emotions has widened her knowledge of factors that may make it difficult for children to control their emotions and how to support them with this. The childminder understands the importance of self-reflection and has recently adapted and minimised her workload, supporting her own well-being. n The childminder shares information regularly regarding children's development and next steps in learning. Parents comment positively on the care the childminder provides, valuing the support she offers. For example, the childminder shares information to support them with their children's potty training and sleep routines. Parents notice progression in their children's learning, particularly with their communication and language development.

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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 provide consistent and appropriate challenge for older children to further extend their focus and engagement n enhance children's opportunities to fully explore making marks outside to further strengthen their early writing skills.

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Setting details

Unique reference number EY539096 Local authority Somerset Inspection number 10351223 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 7 Date of previous inspection 16 October 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Gurney Slade, Bath and North East Somerset. The childminder works Monday to Thursday, from 8am until 5pm, all year round. She holds a relevant qualification at level 3. The childminder receives funding to provide early years education for two-, three- and four-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 provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n Children spoke to the inspector during the inspection. 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 observed the interactions between the childminder and children. n Parents shared their views on 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

24 June 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

24 June 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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