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's curriculum has a strong focus on children's prime areas of development. The childminder supports children well in becoming independent, confident, using good language skills, and enjoying learning, before going to school. The adults have consistently high expectations, and young children learn from the older ones. Children have good manners, share and are kind to each other.

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The provision is good

The childminder, her co-childminder and assistants plan the environment well to enable children to engage in imaginative play, acting out real experiences such as going to the doctor. Adults help older children to know the names of the instruments, such as stethoscope, and what doctors use them for, extending their vocabulary as well as their understanding of the world. Babies balance around furniture to explore the resources, strengthening their legs for walking.

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The provision is good

Children arrive happy and confident. The older children engage in talking with the adults and all children soon settle to activities, chatting to each other as they play. Children show an eagerness when new activities are set up. They are confident to make suggestions and lead activities in their own direction. For example, exploring autumn resources turns into a pretend cookery activity, with children suggesting the ingredients and demonstrating safety.

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need to do better?

n Through regular observation, the childminder and assistants have a good knowledge of each child. They know their strengths and where they need extra support. The childminder works successfully with her co-childminder and their assistants to evaluate their practice. For example, they have reintroduced keeping records of children's overall development, recognising how much more effectively they can identify where children may have gaps in their learning and development. This enables them to quickly provide any additional support children need to catch up. n Children are confident communicators. Adults add vocabulary and chat to babies as they babble, extending their language skills well. The childminder engages children successfully in enjoying stories. For example, she pauses for children to fill in familiar words and gives them plenty of time to think, respond to questions and comment on what they have noticed. She then encourages them to share

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need to do better?

books afterwards so they recall the story and remember more. n The childminder plans activities that motivate children to take part in. For example, they enjoy learning to balance scales through trial and error. They learn about capacity and sizes as they fill containers. However, the childminder and assistants do not use all opportunities to encourage children to make

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need to do better?

16 October 2024 predictions and test their ideas, to extend their mathematical knowledge further. n Babies and young children cooperate happily with nappy changing. Adults follow hygienic procedures, give eye contact and respond to babies' babbling and gestures. Older children are kind and gentle with babies, and there are lovely relationships between all the adults and children. n The childminder and assistants have successful partnerships with parents and have close working relationships with the local pre-school and school. Parents state that the adults work well as a team and know their children as individuals. They comment that they receive good written, verbal and online information, particularly on the activities, care and routines. However, not all parents know their children's next stages of development to better support them at home. n The childminder and her co-childminder supervise and support their assistants

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need to do better?

and help them to continue to develop their practice. They evaluate as a team and keep up to date through conferences, childminding forums and training. They have a shared vision of providing high-quality care for children and sending them to school with all the skills they need to succeed. n The childminder keeps up to date with child protection awareness through regular training. She knows what to be aware of and the procedures to follow should she have a concern about a child's welfare. The childminder understands her responsibilities to ensure her assistants know how to keep children safe and who to report to should they have any concerns about a colleague.

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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 older children to make predictions and test their ideas to use numbers in their activities and routines, to extend their mathematical development further n provide more information for parents on their children's individual next stages of development, to support learning at home even better.

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Setting details

Unique reference number EY420215 Local authority Somerset Inspection number 10363964 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 2010. She works at the premises of her co- childminder in Stembridge, Somerset. They also work with assistants. The childminder holds a level 3 qualification in childcare. She operates Monday to Thursday from 7.30am to 6pm, all year round.

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Inspection activities

n The childminder talked with the inspector about their curriculum and what they want the children to learn. n The inspector observed the interactions between the childminder, her assistants and the children, and assessed the impact these were having on children's learning. n The inspector spoke with children and took account of parents' written and verbal feedback about the provision. n The childminder and the inspector carried out a joint observation and discussed the quality of teaching and the impact this was having on children's development. n The inspector talked to the childminder at convenient times about the leadership of the setting and sampled key documents.

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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

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