Cross, Lucy

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are very happy and settled with the warm, caring childminder. She has created a welcoming, interesting, well-organised environment that supports children of all ages to grow and develop. She knows her children well, and has excellent communication with families. The childminder uses this knowledge to create an interesting curriculum that is specific to children's learning needs and stages of development. She allows children to use their own judgement and take risks, such as deciding if they are ready to climb up the 'big' slide ladder. Children are highly engaged in their learning and are making good progress.

p.2

The provision is good

Children's behaviour is excellent, with the childminder consistently modelling her behaviour expectations. She skilfully supports children to be kind, negotiate and share. She reminds young children to 'use their words' when they are unhappy, rather than crying out. For example, when young children have had enough of other children pushing them around in the toy car, they say 'no thank you' to their friends, who quickly stop. The mixed-age group get along well and play extremely well together, with older children supporting the younger ones, where needed. The childminder shows children respect, asking young children if they would like their nappy changed before doing it and waiting until they are ready if they indicate 'no'.

p.2

need to do better?

n The childminder is very dedicated to providing the best care for the children she minds. To ensure she keeps up to date with current practices, she attends regular training and links with other childminders and the local authority. She evaluates her setting and makes changes where needed. For example, she noticed that children were not able to use the garden as much as she would have liked. So, she renovated her garden and now has a space the children can use all year round. This benefits all children, particularly those that prefer to learn outside. n The childminder has a targeted focus on children's personal, social and emotional development, that allows children to make outstanding progress in this area. For their age, children have strong emotional regulation and self- esteem. They keep trying until they succeed. For example, youngest children make several attempts to put on boots, and smile proudly when they succeed.

p.2

need to do better?

n The childminder monitors children's progress and puts extra support in where required. For instance, she supports children with their speech and language development by listening carefully to what they are trying to say and repeating words back to them correctly. When children say 'nana' she responds, 'yes, that is your banana'. If children need extra help, she links with parents and outside agencies to get them the help they need. n The childminder builds strong relationships with parents from the start. She

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need to do better?

28 November 2024 gathers information about children and families when they first arrive, which she uses to plan activities. She keeps parents updated through photographs and comments, as well as impromptu conversations and regular meetings. Parents are very satisfied with the care the childminder provides and the guidance she gives them to support children's learning at home. n The childminder helps the children to learn about their local area. She has created a book with all the main sites of their local town, and regularly takes children out and about. She celebrates various festivals and cultures and plans for individual children. n The childminder plans her curriculum to support children to have an enthusiastic attitude towards learning. Children are highly motivated to engage in learning and join in, and learn together across all areas of the curriculum. For example, children create winter shakers together, all sharing and working alongside each

p.2

need to do better?

other. The childminder supports them to count pom-poms as they drop them in the bottles, and carefully pour in fake snow with small scoopers. They discuss how the fullest bottles are heavier than the half bottles. However, at times the childminder does not always ensure activities and resources target children's individual needs as well as they could. n Children have many opportunities to practise their self-care skills throughout the day, and learn to be independent through the childminder's skilful teaching and guidance. For example, when children struggle to open packets of food, she reminds them to 'pinch the sides then pull'. They smile proudly and feel a sense of achievement as their packet pops open. The childminder encourages children to cut their own fruit at snack time and they slice through bananas skilfully.

p.3

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 tailor activities and resources more precisely to target children's individual needs.

p.3

Setting details

Unique reference number EY548889 Local authority Somerset Inspection number 10363947 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 7 Date of previous inspection 16 January 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Yeovil, Somerset. She operates all year round from 7.30am to 5pm, Monday to Friday. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n The inspector observed the interactions between the childminder and children. n Children communicated with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out joint observations of group activities with the childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Parents shared their views of the setting with the inspector. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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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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