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 has devised a varied curriculum that focuses on the prime areas of learning. This helps to prepare children from an early age to gain the skills they need in preparation for starting school. Babies settle well and begin to form attachments with the childminder and other children, helping them to interact with others. They play peekaboo, and babies smile, kick their legs and clap their hands in excitement. Babies develop their grasp as they pick up textured balls with both hands and bang them together. The childminder repeats 'bang, bang', helping to foster language skills from an early age. Older children practise their bigger physical skills when taking part in yoga. For example, children pose like a frog and confidently count backwards from 10 to one, holding their pose, supporting their stamina and strength. The childminder offers children praise and encouragement as they try more challenging poses, building on their core strength.

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The provision is good

The childminder values children's well-being and children feel safe and secure. Children begin to recognise their feelings and can communicate these when using their 'feelings board' as they arrive. The childminder is very attentive to children's needs and quickly learns the routines of new babies. For example, when babies become upset, he quickly reassures them with a cuddle, helping them to self- regulate their emotions. The childminder is a positive role model for children.

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need to do better?

n The childminder provides activities and experiences across all areas of learning. He identifies children's interests and has a clear knowledge of what children need to know next. For example, children sit as a group and enjoy sticking and gluing using various objects. However, at times, activities are not specific enough to children's next steps to enable the childminder to focus and tailor his teaching to more precisely target and extend children's learning. n The childminder works closely with parents from the start to establish realistic starting points for children. He has formed good links with other settings children attend and shares information to provide a well-rounded view of children's development. Children make good progress from their starting points. n The childminder uses his knowledge of how children learn to promote early mathematics from an early age. For example, the childminder strokes babies'

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need to do better?

hands to settle them and he begins to count their fingers up to five. Older children point out shapes, such as square and circle, and confidently count beyond 10. Children acquire good mathematical skills for future learning. n Children benefit from various opportunities to be physically active. They attend weekly dance classes to practise their coordination and balance. The childminder has worked towards gaining a physical accreditation for the setting and places high value on this area of development. For example, he has recently completed

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need to do better?

1 October 2024 training on the impact of technology on children's physical development and has shared this with parents, helping them to gain a deeper understanding of this. n The childminder helps children to learn about their community. This supports children to understand and appreciate the diverse world they live in. Children enjoy visits to the beach, train station and shops, and visit a local residential home weekly. Children gain good social skills. n The childminder reflects well to identify areas for improvement. He also gathers views from parents and children. Effective self-evaluation has led the childminder to recently reduce the amount of resources children can access in the environment, helping children to maintain their focus and engagement for longer. n Parents comment on how the childminder shows a 'genuine commitment' to the care and learning of their children. Information regarding children's development

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need to do better?

is shared regularly, and parents value the childminder's 'caring and enthusiastic approach'. Parents appreciate the range of outings and experiences the children have to extend their learning.

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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 plan and tailor activities more precisely to build on children's existing skills, helping to further extend their learning.

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Setting details

Unique reference number EY467276 Local authority Somerset Inspection number 10358201 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 12 Date of previous inspection 23 March 2023

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Information about this early years setting

The childminder registered in 2013 and lives in Burnham-On-Sea, Somerset. He provides care with his co-minder and operates Monday to Friday, from 8am to 6pm, all year round. The childminder offers government-funded places.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided 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 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

1 October 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

1 October 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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