Carter, Abigail

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 demonstrate they are comfortable and happy in the nurturing environment. They form close bonds with the childminder, asking for cuddles when they are getting tired or if they need reassurance. They mirror the childminder's gentle, supportive approach, for example, as they help their friends to fasten buttons. Children build strong friendships with each other and relish playing together. The childminder guides young children to cooperate as a group as they play a board game that requires matching animal pictures. She provides clear instructions and behaviour expectations for children. Children are respectful to each other and demonstrate positive behaviour.

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The provision is good

The childminder's curriculum is broad and designed to build on children's skills to enable them to achieve. She empowers children to make choices and to take the lead in areas of their own development and play. For example, children proudly manage their own care needs with confidence as they choose to use the toilet instead of a potty. The childminder respects all children as individuals and celebrates their accomplishments with them. She creates a strong sense of belonging in the setting and strives to help each child and their families feel valued. Her praise and encouragement helps children to develop their self-esteem and eagerness to learn.

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need to do better?

n The childminder supports children well to form relationships with others and extend their imaginations. She provides a well-resourced and calm learning environment that takes into account children's interests. She is mindful when to step back and allow children to lead their own play. Children engage with their friends for long periods of time in a role-play house, caring for dolls. n The childminder evaluates her provision and considers what she needs to do differently to improve outcomes for children. She sets herself next steps and demonstrates the progress she has made with these targets. She has addressed recommendations set at her previous inspection. For example, she ensures that she implements teaching mathematic concepts into children's everyday routines. n Young children demonstrate notable ability to focus their attention on what they are doing. For example, they manipulate play dough into sausage shapes and

p.2

need to do better?

experiment cutting it with scissors. The childminder divides her attention well between children and asks questions to promote and extend their learning. However, at times, within group activities, she does not focus her teaching precisely on the specific knowledge or skills she wants each child to learn or to practise. For example, at times, she tries to cover many different areas of learning at once, meaning children do not always learn what she wants them to and they become disengaged.

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need to do better?

22 November 2024 n Parents comment enthusiastically on how supportive the childminder is and how she keeps them well informed of their child's progress. The childminder works extremely closely with parents. She successfully maintains a collaborative flow of information. She shares updates regarding children's care throughout the day via an online messaging service. The childminder's tentative and personalised approach ensures that every child receives the specific and harmonious care they need. n The childminder promotes children's communication and language effectively through encouraging regular group discussions and daily reading. Children look at books by themselves and with their friends, and they carefully turn the pages. They cuddle up and pretend to read out loud as they point to the text. The childminder recognises children need regular opportunities such as these to help develop their love of books and pre-reading skills.

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need to do better?

n The childminder has established clear daily routines. Children start to recognise when it is time to come to prepare the table for mealtimes and enjoy helping to clean the table. Children learn to roll up their sleeves and use soap as they wash their hands independently, ready for mealtimes. n Children have many opportunities to develop their social skills. For example, the childminder takes children to local groups and outings, where they take part in activities with other children from the wider community. This helps children develop an understanding of the world beyond their own experiences.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance teaching during group activities so that it is more sharply focused on children's individual next steps in learning to enable their development of knowledge or skills even further

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Setting details

Unique reference number EY287185 Local authority Bath and North East Somerset Council Inspection number 10367437 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 10 Date of previous inspection 8 February 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Peasedown St John, near Bath. She operates all year round, from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate childcare qualification at level 3. She provides funded early education for two- and three-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 the children. n Parents shared their views of the childminder with the inspector. n Children spoke to the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 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

22 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

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