Gordon, Michelle

Overall effectiveness Good

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

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The provision is good

Children are highly motivated to learn with determination and confidence. The childminder excellently promotes highly effective strategies to help children develop positive behaviours and attitudes. For example, the childminder consistently models a strong celebratory attitude that reflects curiosity and determination to learn. During clay modelling, children take an interest in each other's work and praise each other's sculptures, commenting on their favourite parts. The positive regard that the childminder and children have for each other reinforces the highly enthusiastic attitude children have to help them to learn and develop well.

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The provision is good

The curriculum is well constructed for children to know and remember more. The childminder is thoughtful about children's interests and delivers this successfully through her values of learning through play. This helps the childminder to plan her curriculum to build on children's existing knowledge and skills. For example, children keenly explore books that teach them about the world around them, such as the life cycle of a butterfly. They learn new, ambitious vocabulary, such as chrysalis and cocoon. Children share their understanding of life cycles through joyful conversations with peers and adults. Children have confidence and passion when sharing what they know and can do. This helps them to build relationships and develop their understanding of the world.

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The provision is good

The childminder ensures children feel safe and secure. Children build positive relationships with the childminder, where their voice is valued. The childminder encourages parents and children to give feedback through evaluations to guide her to develop the setting and help reinforce strong relationships. For example, children share their likes and interests. This helps the childminder prepare for the next moments in their learning, development and provision.

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need to do better?

n Children have rich mathematical opportunities implemented throughout their day. The childminder exposes children gently to mathematical stories and underpins their mathematical knowledge through everyday experiences. For example, when children are on a walk, they recognise numerals on different houses. Furthermore, in the garden, children enjoy a hunt for numbered, laminated eggs. Children excitedly build on their knowledge and put the eggs into numerical order. Additionally, children independently develop their knowledge further by writing the numbers they experience in play. This helps children to develop their concept of number well. n Children demonstrate extremely high levels of self-control and consistently keep on trying hard, even at times of difficulty. For example, when children find it more difficult to search for hidden items in the garden, they show perseverance

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need to do better?

10 April 2025 and keep on trying. The childminder skilfully assesses each moment of challenge and takes swift and highly effective action to support children to achieve their goal. This helps them to build resilience and a positive attitude to all aspects of their learning and development, especially when they find some activities more challenging. n The childminder uses effective teaching strategies to help children build the knowledge and skills they need to flourish. When children complete jigsaw puzzles, the childminder helpfully narrates what they are doing to reinforce their learning approach. In addition, the childminder uses effective questioning during children's play to promote their critical thinking skills. This helps children to evaluate their approaches to help them make progress. n Children are motivated to make marks and develop their emergent writing skills. Children enjoy recording their play through making marks with a range of media

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need to do better?

and materials. The childminder ensures that children have resources available at all times and enjoys modelling writing for a purpose in her play and everyday tasks. For example, children access notepads and pens when role playing, recording their thoughts and ideas. Children develop the literacy skills they need for their next stage of development. n The childminder prepares nutritious meals. Parents comment positively about the food available to the children. They praise the childminder for supporting their children to try new foods. For example, some children struggle to eat vegetables at home or refuse to try new things. However, through the childminder's home cooking and an effective learning environment, she supports all children to experience a range of foods as part of a balanced diet. This helps children to develop an understanding of which foods contribute to good health. n The childminder uses assessment effectively. She evaluates children's progress

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need to do better?

and shares this with parents. For example, the childminder meets regularly with the health visitor to act quickly on any communication and language delays. This helps children to get the intervention they need to make progress in communication and language. n The childminder introduces some learning experiences to promote children's understanding of equality and diversity. Children experience some festivals or celebrations, such as the Easter story and the Lunar New Year. However, the childminder does not consistently support children's understanding of different communities beyond their own to help prepare them for life in modern Britain.

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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:

10 April 2025 n help children consistently learn about different communities beyond their own to support their understanding of life in modern Britain.

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Setting details

Unique reference number EY549032 Local authority North Somerset Inspection number 10388203 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 4 Date of previous inspection 2 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Weston Super Mare, North Somerset. The childminding service operates on Monday, Tuesday, Thursday and Friday throughout the year. The setting is open from 8am to 6pm. It provides government-funded early education for all eligible children.

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Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. 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. n The inspector and the childminder carried out a joint observation. n The inspector looked at relevant documentation and viewed evidence of the suitability of staff and household members. n Parents shared their views of the setting with the inspector. n The inspector spoke to children, to find out about their time at the setting.

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Inspection activities

10 April 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

10 April 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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