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 arrive happy and settle quickly. Older children confidently know where to place their belongings and are eager to engage in the activities. The childminder works closely with her co-childminder and assistants to plan an effective curriculum that builds on what children can already do, to prepare them well for school. Children become independent learners exploring the good-quality resources. Adults demonstrate what they might achieve and give them plenty of time to learn through trial and error. For example, young children watch closely as adults show them how to stack blocks in size order. They keep practising and, once mastered, are pleased with their achievements.

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The provision is good

The adults have consistently high expectations of children's behaviour, and children are polite and share and play together well. Babies and children demonstrate they feel emotionally secure, holding their arms out, smiling and being excited and eager to participate in their learning.

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The provision is good

Children benefit from consistent care and support from all the adults. The childminder ensures assistants know how children have progressed and how to support them. For example, she suggests placing toys just out of reach of babies showing signs of crawling, to encourage their physical development.

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need to do better?

n The childminder focuses appropriately on children's prime areas of development to underpin all their learning. For example, adults help older children to recall previous experiences to help them to remember more. They consistently support all children to manage their feelings and have good manners. They plan a wide range of activities to help children develop their large- and small-muscle skills, such as manipulating tools and using climbing equipment. n Children eagerly participate in planned activities, such as exploring autumn resources. Through exploration and effective support from adults, they learn new language and about changes to nature. The childminder helps older children to demonstrate their understanding of numbers. For example, she asks them to pass one red leaf, two orange leaves and two acorns, and to line up the pumpkins by size. Children then develop their own ideas, such as using the

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need to do better?

items to make a pumpkin stew. n The childminder and assistants continue to attend training to improve practice and benefit children's welfare and development, such as on safeguarding and storytelling. The adults continually evaluate their practice, discussing how successfully activities impact on children's development and anything on which they can improve. As a result, they have returned to keeping records to track children's development. This enables them to more effectively identify any gaps

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need to do better?

16 October 2024 and plan to help children catch up much quicker. n Children develop a good awareness of their own uniqueness and other people's differences. They celebrate events that are important to theirs and others' cultures. Children develop a strong awareness of right from wrong. However, it is sometimes difficult for babies and nonverbal children to take an active role in choosing, such as which songs to sing, and older children have limited opportunities to gain experience about democracy. n The childminder provides a hygienic environment where children learn the importance of a healthy lifestyle. They help themselves to fresh drinking water and have nutritional snacks, discussing how this gives them strong bones. Children enjoy activities that help them know how to care for their teeth and have lots of opportunities for fresh air and exercise. n There are strong partnerships with parents and other providers that children

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need to do better?

attend. Parents confirm how their children are learning from the wide variety of activities and spending time outdoors. They receive good information on their children's care and the activities, enabling them to extend on this at home. However, they do not all know their children's specific next stages of development, to provide even better support. n The childminder has attended recent training in safeguarding children and follows effective procedures to protect and promote children's welfare. She conducts good risk assessments and teaches children the importance of keeping themselves safe. For example, they learn road safety on outings and how to climb a tree safely.

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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 help babies and nonverbal children to make choices in group activities and older children to understand about democracy n provide parents with their children's individual next stages of development, to support children's learning at home even better.

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Setting details

Unique reference number EY274279 Local authority Somerset Inspection number 10363958 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 18 Number of children on roll 13 Date of previous inspection 17 January 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Stembridge, Somerset. She regularly works with co-childminders and assistants. The childminder operates Monday to Thursday all year round and may care for children at weekends and overnight if required. She has a level 3 qualification in childcare and offers government funded places.

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Inspection activities

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, and parents gave verbal and written feedback on the provider. The inspector took account of their views. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The childminder and the inspector conducted a joint observation on a planned activity.

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Inspection activities

16 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

16 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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