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

The childminder provides a warm, caring, and calm environment for children to learn. She interacts in a positive and nurturing manner to help children feel welcome and safe in her setting. Children form close bonds with the childminder and show they are confident and happy in her care. They involve the childminder in their play and go to her for cuddles and affection. They love sitting on the childminder's lap as she reads to them during story time. These strong relationships help to build children's confidence and encourages them to try new experiences.

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The provision is good

Children's behaviour is particularly good. Children naturally say please and thank you when they ask for more paint and when the childminder gives them their fruit for snack. The childminder uses positive language to remind children of the routines and boundaries and consistently praises children when they share and take turns with each other. This supports children's understanding of expected behaviours and promotes their personal, social, and emotional development.

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The provision is good

Children show excitement and enthusiasm for the activities the childminder provides for them. They beam and jump up and down with joy when the childminder says they can put the music on for a dance session. These positive attitudes towards learning gives children a strong foundation ready for school.

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need to do better?

n Children benefit from the childminder's positive and nurturing approach. She continually praises children's attempts and efforts and acts as a good role model for children. For example, she sensitively reminds children how to take turns as they play hide and seek in the garden to make sure all children have a go at counting and hiding. As a result, children show respect for the childminder and each other. Older children say to younger children 'shall I help you choose a different colour?' as they paint together. n The childminder has effective systems for regularly monitoring children's progress. She shares this information with parents and uses this, alongside parent's comments, to plan children's next steps in learning. This enables the childminder to identify any gaps in children's learning and put any additional support in place and helps all children make good progress from their starting points.

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need to do better?

n The childminder delivers a broad and varied curriculum. She has a good knowledge of each child and uses their interests to plan activities that stimulate and engage them in motivating learning experiences. For instance, children concentrate and focus for lengthy periods of time at a painting activity. They ask, 'can we do some more please?' as they skilfully use paintbrushes, rollers, glue,

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need to do better?

7 March 2025 and sequins to create princess pictures. However, some activities do not fully challenge and extend older children's learning. For example, the childminder misses opportunities to extend older children's knowledge and vocabulary as they hunt for bugs in the garden. n Relationships with parents are positive. Parents speak highly about the regular communication they have with the childminder about what children are doing and the progress they are making. They comment on how the childminder provides an environment with a 'family feel' and how children are 'happy and safe' in the childminder's care. These trusting relationships help children's continuity of learning. n The childminder has planned her environment to support children's independence. She regularly encourages children to access resources and equipment for themselves and supports them to learn new skills, such as squeezing their own paint into the paint trays and how to use the slide by

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need to do better?

themselves. However, children are not provided with consistent opportunities to be independent with their self-care and to manage aspects of their self-care for themselves. n The childminder is keen to continually improve her knowledge and skills to provide quality care and education for children. She regularly attends on-line training sessions and recently undertook some training around healthy lifestyles. The childminder uses this to teach children about the importance of drinking water after exercise and to promote good dental hygiene. n Children are developing a love of books during their time with the childminder. They excitedly choose books for story time and attentively listen as the childminder reads their chosen books to them. The childminder reads with enthusiasm and encourages children to talk about the pictures and what they see. However, she does not provide enough time for children to ask questions

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need to do better?

about what they have heard, encourage them to join in with repeated phrases or rhymes, or encourage them to anticipate events in unknown stories to fully extend children's early reading skills.

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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 ensure activities consistently challenge and fully extend older children's learning n promote children's independence with their self-care by consistently providing opportunities for them to do things for themselves

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should:

7 March 2025 n make the most of opportunities during story time to fully extend children's early reading skills.

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Setting details

Unique reference number EY442257 Local authority Somerset Inspection number 10380562 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 10 Date of previous inspection 13 June 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Yeovil, Somerset. She operates all year round from 8.30am to 5pm Monday to Thursday, and 8.30am to 2.30pm Friday. She works with an assistant. The childminder holds an appropriate qualification at level 3. The childminder 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 children to learn. n The inspector observed interactions between the childminder and children throughout the inspection. n Children talked to the inspector throughout the inspection. n The inspector viewed feedback from parents and took their views into account. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

7 March 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

7 March 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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