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

Children arrive happy, eager to see the childminder and their friends. They settle quickly and are emotionally secure to part from their parents. Children are confident in the childminder's home, exploring the good range of resources and leading their learning. For example, toddlers use construction toys to discover size and capacity as they fit toy people into vehicles. They persevere with working out how to get them through the door of a house by moving the toys' arms.

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The provision is good

Children have daily opportunities to be outdoors and benefit from exercise. Children who prefer physical learning thrive. For example, they enjoy their trips to the nearby park, where they become confident in balancing, climbing and running. In addition, they develop their hand-eye coordination and control when they throw, kick and retrieve a ball. Babies grow in confidence as they pull themselves up and cruise around.

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The provision is good

The childminder plans a good curriculum, focusing appropriately on embedding children's prime areas of development. She supports them well, so that step by step they develop skills and knowledge in all areas of their development, preparing them well for school. Children become inquisitive and confident, developing a positive attitude to learning.

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need to do better?

n The childminder is skilled at supporting children's independence. She provides just the right amount of support to enable children to do as much as they safely can for themselves. For example, older babies and toddlers drink water from cups without lids and feed themselves. They find their shoes and try to put them on. Toddlers know to turn around and manage steps backwards and hold on tight when climbing. n Children become confident communicators. The childminder is a strong role model, narrating children's play, adding vocabulary and giving children enough time to think and respond to questions. She responds well to babies' babbling, successfully helping them to notice turn taking in speaking. Children enjoy familiar songs, rhymes and books, which help them to remember words and join in with using them. n Overall, the childminder plans successfully to engage children in a wide variety of activities. She joins in with children's play and challenges them appropriately,

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need to do better?

supporting their next stages of development effectively. However, she does not always notice non-verbal communication from children on what interests them, which would motivate them further and aid their concentration. n The childminder teaches good health and hygiene practices. She is a strong role model, so children enjoy following her example by drinking water and eating

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need to do better?

29 April 2025 fruit. Children have healthy food and know to wash their hands before eating. The childminder provides gentle, sensitive care routines and meets children's needs well. n All children cooperate happily with having their nappy changed because the childminder uses this effectively as a learning opportunity. For example, toddlers join in with singing songs and count as their arms, legs and feet go back into their clothes. Babies anticipate where to clap and point during songs, smiling at the childminder's eye contact. n Children behave well and have lovely relationships with the childminder and each other. The childminder provides a positive role model, helping children to share, include each other and be kind. She encourages children to help each other and to demonstrate how to operate toys. Children share books together and toddlers 'chat' and laugh while having their snack. n Parents comment on how confident they are in leaving the children in the

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need to do better?

childminder's care. They confirm that they receive daily verbal and written information to enable consistent care for their children. However, although parents know what their children have been doing each day, they do not receive regular specific information on their child's next stages of development to enable them to better support their children at home. n The childminder evaluates her provision well and seeks parents' feedback. She meets with other childminders to discuss and share good practice. The childminder continues to attend required training and develop her knowledge to extend her skills. She now uses music successfully to support all areas of children's development. For example, even young children are beginning to count through number songs.

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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 extend awareness of identifying children's non-verbal communication to make greater use of their interests to extend their learning even further n improve the information for parents on children's next stages of development to further support learning at home to help children make even better progress.

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Setting details

Unique reference number EY301039 Local authority Somerset Inspection number 10394554 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 5 Date of previous inspection 12 September 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Wells, Somerset. She provides care from Tuesday to Thursday, from 8am to 6pm, all year, except for family holidays. The childminder holds an appropriate early years qualification at level 3. She provides government funded places.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years curriculum. n The inspector talked to the childminder at convenient times and observed the quality of teaching, assessing the impact this is having on the children's learning. n The inspector and the childminder conducted a joint observation of the quality of teaching and learning during a group activity. n The inspector spoke to the children and took account of parents' written and verbal feedback. n The childminder and the inspector discussed the leadership of the setting, and the inspector sampled documentation.

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Inspection activities

29 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

29 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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