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 settled and enjoy their time at the childminder's warm and welcoming home. They form secure emotional bonds with the childminder, and go to her for reassurance and cuddles and to share their thoughts and ideas. They demonstrate that they feel safe and ready to learn as they happily play and interact with the childminder and each other. Young children clap and smile when their friends arrive, and they offer toys to their friends to engage them in their play. The childminder encourages children to be creative and imaginative. Children readily share their ideas and respond to the childminder when she asks, 'I wonder what will happen if...?' and, 'What do you think?' This ignites children's curiosity, extends their thinking, and helps them solve problems for themselves.

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The provision is good

The childminder plans and delivers a challenging curriculum that builds on what children know and can do. She provides many opportunities for children to practise skills they have already learned, as well as gaining new ones. Children show they enjoy their learning as they engage for lengthy periods and focus on completing tasks. This helps them become increasingly confident and independent. For instance, the childminder successfully encourages and supports children to manipulate puzzle pieces and helps them focus their attention on finishing each puzzle. They use a range of vocabulary as they talk about what they are doing and show pride when they secure the final piece. These opportunities help children make good progress across all areas of learning.

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need to do better?

n The childminder's curriculum has a focus on personal social and emotional development, communication and language, and giving children a wide variety of experiences before they start school. For example, she regularly takes children to local music sessions to give them the chance to listen to different musicians and to have a go at playing real instruments, such as the trumpet and the cello. These exciting opportunities widen children's knowledge of people and places and help build their confidence and social skills. n The childminder's high-quality interactions support children's communication and language skills. She engages in back-and-forth conversations with children and skilfully introduces new vocabulary. She uses these interactions to check children's understanding and support the pronunciation of difficult words. The childminder encourages older children to talk about their holiday experiences to

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need to do better?

extend their knowledge of sea creatures while reading a sea story. She helps younger children to count the sea creatures and point to the different numbers. This supports their mathematical development. n Parents are positive about the care children receive from the childminder. They talk about the range of experiences and the engaging environment the

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need to do better?

28 November 2024 childminder provides. They comment on the childminder's calm and nurturing approach, which helps children settle and enjoy their time with her. However, the childminder does not regularly share with or gain detailed information from parents about children's progress and interests to provide good continuity of learning between the setting and home. n Children are developing a love of books. They freely choose books to look at and show an interest in stories. They keenly take books to the childminder, who enthusiastically reads them with the children. She consistently adapts her questioning to extend their knowledge and vocabulary. Children talk about the characters and point to pictures they are interested in, linking this to their own experiences. This supports children's early literacy skills. n The childminder has high expectations for children's behaviour. Children show the childminder and each other respect. They listen well and join in with the

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need to do better?

daily routines. For instance, they wait and share out the fruit fairly at snack time, and take turns with toys and resources without support. However, the childminder sometimes misses opportunities to teach children about hygiene, such as reminding children why tissues go in the bin and why they need to wash their hands before eating. These reminders help children form good habits and support their increasing independence with their self-care. n The childminder uses her secure knowledge of child development to monitor children's progress and identify any gaps in their learning. She uses this alongside children's interests to plan activities that meet children's next steps. For example, she weaves in opportunities to teach younger children about shapes and colours for those who are learning this knowledge. n The childminder is passionate about her role. She understands her responsibilities and uses any new knowledge gained from training to support

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need to do better?

children across different areas of the curriculum. For instance, she utilises learning from a recent phonics course to teach children how to correctly say letter sounds. Older children show how they significantly benefit from this, correctly saying the letter sounds as they write their names on the pictures they draw. This gives children a strong foundation for school.

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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 build on communication with parents to regularly share and gain detailed information about children's progress and interests to provide good continuity of

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should:

28 November 2024 learning between the setting and home n make the most of opportunities to teach children about hygiene to help them form good habits and support their increasing independence with their self-care.

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Setting details

Unique reference number 142418 Local authority Somerset Inspection number 10363885 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 4 Date of previous inspection 15 January 2019

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Information about this early years setting

The childminder registered in 1992 and lives in Taunton, Somerset. She works from 8am to 5pm, Monday to Friday, all year. The childminder holds an early years qualification at level 3. The setting offers government funded places.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder talked to the inspector about her curriculum and what she wants the children to learn. n The inspector held discussions with the childminder during the inspection, and discussed how the curriculum is planned and implemented and how children's progress is monitored. n Parents shared their views of the setting through written feedback. The inspector read this feedback and took parents' views into account. n The inspector spoke to the children. n The childminder provided the inspector with a sample of key documentation about how she monitors children's progress and plans their next steps. n The inspector carried out an observation of a communication and language activity with the childminder.

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Inspection activities

28 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

28 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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