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 Not applicable

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The provision is good

Children are happy and emotionally secure. The adults provide a well-planned environment, enabling children to be active learners indoors and outdoors. Children are confident in the setting. They happily express their own ideas, ask questions and make suggestions. For example, they ask to use the sound bag game, therefore, leading their own learning. Adults help children to link sounds and letters, as they excitedly search the area for items beginning with the same letter.

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The provision is good

The adults provide just the right amount of step-by-step support, so that children become confidently independent. For example, they pour their own drinks and use a range of tools to serve their snack and help prepare lunch. Young children find their puddle suits, lay them out and the adults talk them through what to do. Children keep persevering and are pleased with their achievements, eventually managing without help.

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The provision is good

Adults ensure children have the support and equipment they need to achieve. For example, a fun activity successfully supports children in recalling a story, using a recipe, recognising numerals and cutting. The adults challenge the older children in understanding one more or one less and provide young children with scissors they can squeeze. The ambitious curriculum focuses on embedding children's prime areas of development, preparing them well for school.

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need to do better?

n The curriculum to support children's communication and language skills is a strength of the setting. Adults role model language, add vocabulary, use books and repetition and help children to express themselves. For example, adults explain what a vaccination is and children recall having an injection and how that made them feel. Children develop an extensive vocabulary and become successful communicators. n The childminder knows the children well and is skilled at planning an exciting range of activities, covering all areas of learning. She carefully identifies each child's learning needs, which means all children benefit from the well-planned experiences. However, adults do not always use daily routines and free play in the same successful way, to help children extend and embed their learning even further. n Children behave well. They understand the adults' expectations and happily follow instructions. Adults consistently support children to understand their

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need to do better?

emotions and manage conflict for themselves. They use impromptu situations to talk positively about people's differences, so children learn to value others and have good relationships. Adults successfully gain children's attention and help them to remain focused. Children develop a positive attitude to learning and an

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need to do better?

28 February 2025 inquisitive mind. n Adults meet children's care needs well, such as having good hygienic nappy changing practice. Children find their comforter in their bag and if they have not brought it, adults sensitively encourage them to choose one of theirs, so they happily go off to sleep. Adults ensure children sleep safely and undisturbed, checking them regularly. n Parents confirm how well their children are progressing. They comment on how children tell them about recycling, help with clearing the dinner table and explain what words, such as 'each' means. Parents have daily opportunities to discuss their children's day and are impressed by the extensive range of experiences they enjoy. The childminder seeks good information to know how to care for children and settle them in. However, she does not gain as detailed information on children's development prior to starting, to plan even more successfully

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need to do better?

straight away. n The childminder attends training and continues to extend and develop her knowledge and skills. She shares this with any assistants she works with, to ensure that they all provide the same good-quality teaching. For example, they ask effective open-ended questions, which encourages children's thinking and language skills. n The childminders provide strong leadership and management. They have introduced team meetings and peer supervisions; to enable any assistants they employ to have opportunities to review and evaluate their practice. They seek parents' feedback, listen and respond well to children's ideas. Recently they have changed the way they monitor children's progress and are consulting on ways to share this with parents, to better support learning at home.

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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 develop planning and teaching strategies to make better use of daily routines to support children's learning even further n seek more detailed information on children's development before they attend the setting, to plan even more effectively from the start.

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Setting details

Unique reference number 2700738 Local authority Somerset Inspection number 10372534 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 10 Number of children on roll 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She works in the home of her co-minder and between them they provide care Monday, Tuesday, Thursday and Friday, term time only. The childminder also works with two assistants at any one time.

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Inspection activities

n The childminder and the inspector discussed the early years curriculum and how they intend to implement it. n The inspector talked to the adults at convenient times and observed the quality of teaching, indoors and outdoors, assessing the impact this was having on children's learning. n The inspector and childminder conducted a joint observation of the quality of teaching and learning, during a planned group activity. n The inspector spoke with the assistants and children, and took account of parents' verbal and written feedback. n The childminder and the inspector discussed the leadership of the setting and the inspector sampled documentation, including children's progress checks.

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Inspection activities

28 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

28 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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