Childminder in North 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 creates a warm and welcoming, home-from-home environment for the children she cares for. The childminder's calm and gentle manner towards the children supports them to develop strong bonds with her. Children show that they feel safe and secure as they go to the childminder for cuddles when they need reassurance. The childminder delivers a balanced curriculum. She plans a wide variety of engaging activities that motivate children and regularly monitors their progress. The childminder responds swiftly to address any gaps in children's learning. This helps children make good progress from their starting points.

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The provision is good

The childminder provides many opportunities for children to practise the skills they have already learned to become increasingly independent. Older children demonstrate their independence as they use knives to spread and cut their toast. They tell the childminder they are cutting rectangles or triangles. Younger children proudly say, 'I did it!' as they confidently use the slide without support. This promotes children's physical development and provides them with the independence skills they need for school.

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The provision is good

Children behave well. They listen carefully to instructions and join in with the well- established routines. For example, toddlers independently go and sit down at the table when they feel hungry. Older children use dustpans and brushes to help the childminder sweep up crumbs on the floor.

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need to do better?

n The childminder places a strong focus on books and stories. Children are developing a love of books. They excitedly choose books that interest them and take them to share with the childminder. The childminder reads with enthusiasm and encourages children to join in with repeated phrases and rhyming words. She regularly informs parents of the books their children enjoy. This supports children's reading at home and builds their early literacy skills. n Children benefit from the childminder's well-planned environment. They eagerly explore the wide range of activities and resources and make their own choices about where they would like to spend their time. They show a positive attitude to learning as they engage in play for extended periods of time. The childminder skilfully extends children's learning through her thoughtful interactions and careful questioning. She follows children's interests and provides additional

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need to do better?

resources to add to their play. For example, children show fascination in finding insects in the garden. The childminder suggests they could use magnifying glasses to help look for them. She explains how magnifying glasses work and models how to use them. n Children benefit from the language-rich environment the childminder provides.

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need to do better?

13 May 2025 The childminder narrates children's play, engages in back-and-forth conversations and uses a wide range of vocabulary with children. However, at times, the childminder does not provide enough support when children mispronounce words to develop their language and communication skills to the highest level. n Partnership working is effective. Parents speak highly of the childminder. They comment on the regular communication and updates the childminder shares about children's progress and next steps. The childminder works closely with parents to meet each child's unique needs. She sends videos and links to online training parents can attend to help them with key development stages such as toilet training. This promotes consistency for children's learning. n The childminder effectively builds children's resilience and confidence to try new experiences. She uses positive phrases and praises children's efforts as well as

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need to do better?

their achievements. For instance, the childminder talks about 'the ultimate challenge' as she works with children to build an especially difficult model. She tells children, 'It might be difficult, but we can do it!' This supports children to have a 'can-do' attitude towards learning. n Children show they are learning to make friendships. They laugh and share ideas with each other as they pretend to catch escaped monsters in the garden. However, at times, children demonstrate they need more support from the childminder to understand how their behaviour can affect the feelings of others. For instance, children knock down their peers' models that they have spent time building. n The childminder understands the importance of her own professional development. She keeps up to date with any changes through internet reading, webinars, and through her close links with other childminders and professionals. The childminder recently engaged in training to support children's storytelling

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need to do better?

skills. She shares new knowledge with her co-childminder to ensure it has a positive impact on children's communication and language development.

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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 enhance support for children when they mispronounce words to develop their communication and language skills to the highest level n develop opportunities to explore with children the impact of their behaviour on the feelings of others.

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Setting details

Unique reference number EY552132 Local authority North Somerset Inspection number 10394910 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 24 May 2021

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Information about this early years setting

The childminder registered in 2018 and works with her co-childminder in Weston- super-Mare, Somerset. She operates from Monday to Thursday, 8am to 5pm, all year round except for bank holidays and family holidays. The childminder holds an early years qualification at level 6 and 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 joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants children to learn. n Children spoke to the inspector. n The childminder talked to the inspector throughout the inspection and discussed how the curriculum is planned and implemented and how children's progress is monitored. n The inspector spoke to parents and took their views into account. n The inspector observed interactions between the childminder and children throughout the inspection.

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Inspection activities

13 May 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

13 May 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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