Childminder in Somerset

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder does not design a curriculum that identifies what she wants children to learn. She does not ensure it is delivered in a way that sequences children's learning appropriately so they can build on their existing skills. For example, some identified next steps, such as letter recognition, are too ambitious and have not considered what children need to learn beforehand to be able to succeed. The childminder has not developed the curriculum to include the youngest children so they also gain new skills based on what they need to learn next, for example their physical development. The childminder does not ensure that children receive the support they need to develop their communication and language skills successfully. The childminder does not provide appropriate support and guidance to her assistants to ensure the effective implementation of the curriculum. These weaknesses mean that children do not make the progress of which they are

p.2

The provision is inadequate

Children understand the routines of the day and what is expected of them. Older children enjoy support from the childminder during planned activities to use tweezers to pick up and move coloured bears to the correct cup, for example. They name the colours and learn to point to each bear, counting them with support from the childminder.

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need to do better?

n The childminder has made some progress since the last inspection. For example, she has employed two new assistants to help supervise children at all times for their safety. However, she does not provide them with the support they need to improve their professional skills and ability to deliver a curriculum that meets children's needs. n The childminder has made limited progress in improving her understanding of the learning and development requirements. The curriculum remains weak, particularly to promote children's communication and language skills. The childminder and her assistants are not clear about what children need to learn next and, often, next steps for children are not developmentally appropriate. n Weaknesses in the childminder's curriculum design and delivery means she does not provide appropriately targeted teaching based on what children need to learn next. The childminder focuses on providing activities that most children will

p.2

need to do better?

enjoy, but the teaching and support children receive during these times do not challenge them in ways that enable them to build on their existing skills. At times, the childminder provides activities for older children but leaves the youngest to amuse themselves as the activities are not stage and age- appropriate for them. When babies try to join a water play activity, for example, the childminder removes them and sits them on her lap. She does not know how

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need to do better?

6 February 2025 to adapt the activity to meet all children's learning needs. n The childminder's curriculum to promote children's communication and language is weak. She does not ensure that children hear a broad vocabulary or receive the support they need to join in conversations and to share their thoughts, ideas and needs. For example, children enjoy playing with the water, but they are unable to successfully name the toy sea creatures or to identify colours as the childminder and her assistants do not introduce the vocabulary for the children to answer the questions posed. At other times, children are not given the time or receive the support they need to help them to communicate. n The childminder does not ensure that she delivers her curriculum in a way that ensures children learn what she intends them to. For example, she uses resources such as the 'Colour Monster' book and coloured balloons with the aim

p.2

need to do better?

of helping children to learn about and name their emotions. Although children enjoy hitting balloons into the air, the childminder and her assistant do not link the activity to emotions and feelings. This because they have not thought about how they can use this opportunity to help children learn about this important aspect in their personal and emotional development. n Parents value the settled relationships children have with the childminder and her assistants. The childminder takes time to gather information, so that she can meet children's care needs and work in partnership with parents.

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

Due date

ensure the design of the curriculum consistently builds on what children already know and can do, so that next steps in learning are appropriately targeted and sequenced to enable children to gain the skills needed for future learning 07/03/2025

p.3

Due date

6 February 2025 ensure the design and delivery of the curriculum for children's communication and language appropriately supports children to gain the skills needed to join in conversations, and express their thoughts and ideas 07/03/2025

p.3

Due date

provide the necessary support and guidance that assistants need to ensure they offer good-quality learning and development experiences for children. 07/03/2025

p.4

Setting details

Unique reference number EY441394 Local authority Somerset Inspection number 10375398 Type of provision Childminder

p.5

Registers

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

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inspection

Total number of places 18 Number of children on roll 35 Date of previous inspection 24 October 2024

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Information about this early years setting

The childminder registered in 2012 and lives in Yeovil, Somerset. She provides care for children all year round, from 7.30am to 6pm, including before and after school. The childminder holds an early years qualification at level 3. The setting offers government funded places. The childminder works with two assistants.

p.5

Inspection activities

n The childminder spoke about her curriculum and how she plans activities. n The inspector spoke with children and read parent testimonials during the inspection and considered their views. n The inspector observed the childminder and her assistants' interactions with children, discussed children's learning and how they support children. n The childminder and inspector conducted a joint observation. n The inspector conducted professional discussions with the childminder and her assistants. n A sample of documentation was looked at and discussed with the childminder.

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Inspection activities

6 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

6 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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