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

The childminder has designed a varied curriculum, placing a focus on helping children to gain the skills they need to become confident communicators. The childminder provides activities that capture children's attention and adapts these well to suit the ages and needs of children. The childminder supports babies to build on their language skills, such as repeating 'tap, tap' as they use small sticks to play the xylophone. Babies smile and look at the childminder as she begins to sing. Older children explore various autumn fruit and vegetables, holding up a pepper and saying, 'It's a pepper.' Children develop good critical thinking skills as the childminder questions 'Does it feel smooth or rough?' Children respond 'smooth'. They show curiosity as they ask, 'What's this?' The childminder talks about the stalk and how it holds the pepper together. Children progress well in their learning.

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The provision is good

The childminder is kind and caring. She provides a calm, homely environment for children. The childminder role models positive interactions that support children to develop an understanding of how to engage well with others. Children respond positively to her nurturing nature. For example, she offers cuddles to babies who admiringly stare at her as they gently touch her face. The childminder smiles and babies smile back. Children are extremely well mannered; babies say 'ta' and older children say 'please' and 'thank you'. Children are kind and considerate to each other.

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need to do better?

n The childminder uses her wealth of knowledge and experience to naturally guide children to their next stage of learning. She understands how children need to develop certain skills before they move on to the next. For example, babies develop their core muscle and balance in preparation for walking as they begin to pull themselves up to reach purposefully placed toys. n The childminder uses effective observation and assessment to regularly monitor what children have learned. She uses this information well to determine what she wants them to learn next. The childminder shares this information with parents and provides home learning activities, such as 'autumn bags', encouraging parents and children to work together to collect items such as pine cones. n Children engage with books from an early age, helping to foster their interest in literacy. The childminder encourages children to take their favourite stories home

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need to do better?

and discusses trips to the local library. She introduces children to songs and rhymes to further support their communication and language development. For example, older children and babies come together for song time and they excitedly put their hand in the 'song bag' to choose a prop. Children say 'Wow, a spider,' and begin to sing 'Incy Wincy'. Babies engage and interact as they move

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need to do better?

10 September 2024 their bodies from side to side to dance. n Children gain good knowledge of early mathematics. The childminder weaves mathematical language throughout day-to-day routines and activities. For example, children explore various sized hoops where childminder uses language such as 'big', 'bigger' and 'round' as they work together to put the hoops in size order. She provides challenge for older children as they begin to recognise the number of objects without counting them when asked. n The childminder considers ways to promote children's independence. She encourages children to choose and explore activities they are interested in. However, at times, the childminder does too much for the children, rather than encouraging their emerging independence skills. For instance, she does not consistently encourage children to complete simple tasks that they could try for themselves, such as managing their own care needs.

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need to do better?

n Children benefit from meaningful learning experiences. They learn about the world around them when going on walks, visiting the local post office and beach trips. The childminder has formed strong partnerships with local childminders and attends weekly groups, supporting children's social skills as they interact and meet other adults and children. n The childminder is reflective and understands the importance of keeping her knowledge up to date. She has recently completed training on how to further support children's thinking. This helps the childminder to think about how children perceive the language adults use, such as the term 'big school'. The childminder is more mindful of the language she uses when preparing children for their next stage of learning, helping children to understand what is happening next, creating a smoother transition to school. n The childminder establishes good parent partnerships. She works closely with

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need to do better?

parents, finding out about children's care needs and routines. Parents receive 'daily diaries' containing important information about their children's day, such as what they have eaten. Parents report that children thrive in their communication and confidence and love attending.

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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 opportunities for children to manage their own self-care needs to extend their independence skills further.

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Setting details

Unique reference number 118492 Local authority North Somerset Inspection number 10351220 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 16 October 2018

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Information about this early years setting

The childminder registered in 1990 and lives in Worle, North Somerset. The childminder operates from 9am to 5pm, Monday, Tuesday and Thursday, all year round. The childminder is in receipt of funding to provide free early years education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Children communicated with the inspector during the inspection. 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

10 September 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

10 September 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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