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 are clearly happy and have close, warm relationships with the childminder. They enjoy each other's company and children play harmoniously. Children are confident in the setting and are emotionally secure. They develop a positive attitude to learning and stay focused and engaged in planned activities.

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The provision is good

The childminder plans an ambitious curriculum and a motivating environment, which support children's curiosity and self-discovery well. She plans daily outings, making good use of the local area to extend children's fascinations about their community and nature. Children make choices, select resources and lead their play and learning. For example, they develop a love of books, choosing their favourites. Older children remember the story sequence and younger children enjoy interacting with feeling textures and trying new words.

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The provision is good

The childminder makes good use of incidental learning, such as bringing children's attention to noises outside. Children stop and listen, then explain the siren might be a fire engine in a hurry to get to a fire. The childminder has a good knowledge of the skills that are important for children to start school and ensures she helps them to obtain them. She focuses appropriately on embedding children's prime areas of learning to underpin their future development.

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need to do better?

n The childminder knows the children well. She uses discussions with parents and her own observations to know what children can already do. Through effective monitoring, she identifies what children need to be learning next and provides good support to help them make the best progress they can. For example, she engages boys successfully in their mathematical development through playing with cars. n Children are confident communicators because the childminder provides strong support. She uses their interests to engage older children in conversations, extending their knowledge and vocabulary. For example, they discuss the recent carnival and children recall the vegetables they know and learn the names of those they are less familiar with using a magazine. The childminder adds words for younger children, recasts any mispronunciations and engages them in familiar songs. n Children benefit from good quality teaching. The childminder follows children's

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need to do better?

interests and skilfully knows how to adapt her interactions to provide sequenced learning, appropriately challenging each child's abilities and knowledge. However, she does not use all opportunities to pose problems to help children learn through trial and error. Furthermore, she occasionally answers her own questions too quickly.

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need to do better?

19 November 2024 n The childminder provides a good consistent role model for children. They understand her high expectations and treat each other with respect, share and help each other. They take care of the environment and understand the importance of becoming a good member of the community. n The childminder supports children's independence successfully. Older children remove their shoes and know where to place them. They take themselves to the toilet, using equipment to aid them, and they wash their hands afterwards. Children eagerly help to set up activities, extending their learning further. For example, they look closely at vehicles' wheels to see if they will make an interesting pattern in paint. n Children play in hygienic premises and the childminder helps them to understand the importance of healthy practices, such as caring for their teeth. Children learn road safety and how to use equipment safely, such as when they visit the park.

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need to do better?

They gain a good understanding of safe practices around water when visiting the duck pond. n The childminder understands the importance of having good partnerships with parents. Parents confirm the effective exchange of information, which ensures consistent care and learning for their children. Parents comment on how easily their children settle and thrive with the childminder. The childminder is proactive in contacting other settings that children attend so they can work together to meet the needs of the children. n The qualified and experienced childminder continues to reflect on and evaluate her practice, seeking parents' views to aid her. She completes all required training and has refreshed her understanding of supporting children's mathematical development by making better use of children's play and routines, not just planned activities.

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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 focus professional development on giving children enough time to think and use trial and error to learn.

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Setting details

Unique reference number EY541519 Local authority Somerset Inspection number 10367548 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 5 Date of previous inspection 12 February 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Shepton Mallet, Somerset. She operates on Monday to Thursday, from 8am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She offers government funded places.

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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 and the children and assessed the impact this was having on children's learning. n The inspector spoke with children and took account of parents' written 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

19 November 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

19 November 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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