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 safe, secure, and happy in the childminder's home. They arrive eager to see their friends and to explore the welcoming environment. The childminder plans an effective curriculum. Children make independent choices from the wide range of resources and quickly engage in their learning. The childminder provides good support to extend and challenge their learning. For example, she helps young children to understand cause and effect as they bang their hands on the tough tray, making the toy cars bounce. She provides additional resources, such as large cardboard tubes, and children see how much faster the cars move when they tip the tube up.

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The provision is good

The childminder knows the children well and adapts her teaching to ensure all children make good progress. She focuses appropriately on embedding children's prime areas of development, to underpin their learning and prepare them well for school. For example, she supports young children well in building friendships, being independent, having an inquisitive mind, communicating, and being active learners. The childminder is skilful at noticing what fascinates children and using it to support their development, motivating them successfully to be engrossed in their learning.

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need to do better?

n The childminder provides consistently strong support for children's personal, social, and emotional development. She is a good positive role model, so children are kind to each other and show empathy. They have lovely relationships with each other and the childminder. Children demonstrate their fascination and eagerness to participate in activities through facial expressions and squeals of delight. They behave well and learn to value and respect each other, the resources, and the environment. n Children are confident and the childminder notices their attempts to communicate. For example, when young children point, she asks if they want the soft bricks up on the shelf. She recasts young children's words, so that they hear correct pronunciations. The childminder uses books and songs for repetition, to encourage children's language skills. Young children are beginning to listen, concentrate, and follow instructions well.

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need to do better?

n The childminder plans good adult-led activities, such as painting, to encourage mark making. Children excitedly engage, choosing colours, counting, noticing what happens when their colours mix and seeing the different marks toy cars, brushes and their own hands can make. Although the childminder supports most children's next stages of development, this is not as effective for all children. n The childminder plans well for children to be active, using the local park and groups as well as her garden. Indoors, children enjoy action songs, eagerly

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need to do better?

15 January 2025 joining in, lying down, and jumping up at the appropriate moment. Children independently lay soft bricks in a line and balance along them, the youngest children are confident to have a go and display good control and coordination. The childminder enables children to develop a healthy lifestyle, such as helping themselves to their drinking beaker, washing their hands before eating and talking about healthy eating while engaged in role play. n The childminder has a good understanding of child development and quickly identifies where children may need extra support and their next stages of development. Overall, she implements her curriculum well, sequencing her planning effectively, so that children can master tasks, step by step. However, the childminder sometimes misses opportunities to help children recall previous experiences and make links across their learning, to help them to remember

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need to do better?

more. n The childminder continues to evaluate her own practice and keep up to date with changes in regulations. She carries out research and attends training to develop her knowledge and skills. For example, recent training has helped her to be more aware of not only what people say but also the way they say it, which can impact negatively on children. n There are good partnerships with parents. They confirm the good exchange of information, including children's starting points and ongoing learning, Parents comment on how well the childminder knows their children and how effectively their children are progressing. The childminder contacts any other settings children attend, so that they can provide coherent care and learning for children.

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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 improve planning of adult-led activities to focus on all children's next stages of learning and implement the curriculum even more successfully n help children to make links across their learning to remember more and encourage their language skills further.

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Setting details

Unique reference number EY452007 Local authority Somerset Inspection number 10372668 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 30 April 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Shepton Mallet. She operates all year round from 8am to 4pm, Monday to Thursday, except for bank holidays and family holidays.

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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 took account of parents' written feedback left for the inspection. 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

15 January 2025 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

15 January 2025 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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