Morgan, Sophie

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 build strong bonds with the childminder. She has a playful, fun and engaging manner. Children very much enjoy her company. They develop a real sense of belonging in her provision. They show that they feel safe and secure, confidently asking the childminder for things that they want or need. They proudly put their photo up on the board, showing they are 'in' today. They enjoy sharing photos of their families and happily discuss them.

p.2

The provision is good

The childminder focuses on skills children need to learn next. She plans interesting activities to help them progress their skills. For instance, children are motivated to develop their coordination and dexterity. They scoop and pour with small diggers and trucks, enjoying moving and transporting dry food items. The childminder takes advantage of spontaneous opportunities. For example, as children empty the tray of resources, she inspires children to explore the marks they can make with their fingers in sand that is left in the bottom. The childminder provides useful, open-ended activities, giving children opportunities to develop their ideas. She then skilfully follows children's interests, offering different materials for them to explore in their chosen way. For example, children play with the water outside. The childminder helps them develop their interest in baby dolls and finds items for them to bathe the dolls. They very much enjoy this and explore wet and dry concepts

p.2

The provision is good

and self-care in interesting, fun and practical ways.

p.2

need to do better?

n Children learn useful skills in preparation for their move on to school. Younger children enjoy listening to stories. They have fun in games with the childminder, taking turns very well. Older children progress their early writing skills by drawing and forming pictures. The childminder encourages their skills further, offering interesting resources such as large 'sticky notes', which inspires children to practise forming letters. They spend considerable time doing this, showing positive attitudes to challenges and progressing their skills very well. n The childminder works in close partnership with parents. She has good communication with them to keep them up to date with what their children are doing. Parents says that the childminder is always encouraging children to learn and progress and that she provides a good balance of experiences, both in the local community and at her home. n The childminder takes time to discuss things clearly with children to extend their

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need to do better?

knowledge and language further, role modelling new words to extend their speech skills. Older children are fascinated to discuss the beeping noises diggers and trucks make and learn about the reasons they do this. They use more complex words in conversations, such as 'similar' to compare characteristics and colours of different items.

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need to do better?

4 February 2025 n Children persevere with age-appropriate challenges and doing things for themselves, with the childminder's careful support and encouragement. Young children work hard to put clothes on their baby dolls and get their outdoor clothes and boots on to go outside. Older children learn to follow personal care routines, such as using the toilet independently. They also wipe their nose and conscientiously put their tissue in the bin. They show a good sense of responsibility and positive attitudes. n Young children learn to interact well with each other. The childminder patiently gives them clear explanations to help them understand how their behaviour affects others. They listen and adapt their actions well, then continue these actions independently. They show their growing social skills, learning to appreciate the needs of their friends and beginning to enjoy their company. n The childminder has some links with other professionals involved with children.

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need to do better?

She shares reports on children's learning with other providers when children first start at another setting and, at times, gains some information from them. However, this is not consistent. She does not regularly gain knowledge of children's experiences at other settings to feed into her future planning and support a consistent approach for children. n The childminder closely supervises and supports the practice of any assistants working with her. She liaises closely with them to help her think through and develop her activities and areas. She also gains the views of parents and children, and she links with other childminders and local advisors to continue to evaluate her provision and make changes to benefit the children.

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 extend links with other settings that children attend, to support future planning and a consistent approach for children.

p.3

Setting details

Unique reference number EY418902 Local authority Bath and North East Somerset Council Inspection number 10372627 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 4 Number of children on roll 8 Date of previous inspection 29 April 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Clutton, Bath and North East Somerset. She operates 8am to 5.30pm, Monday to Thursday, all year round, and on Tuesday, Wednesday and Thursday during the school holidays. The childminder holds an appropriate qualification at level 3. She regularly works with an assistant. The childminder provides government funded places.

p.4

Inspection activities

n The inspector viewed the areas used for childminding and discussed with the childminder how she implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children, the childminder and her assistant and spoke with them at appropriate times during the inspection. n Parents shared their views of the childminder's provision with the inspector. n Relevant documentation was reviewed by the inspector, including suitability checks and paediatric first-aid qualifications, and the childminder discussed her procedures for safeguarding the children.

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Inspection activities

4 February 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

4 February 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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