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

Children arrive confident and happy; they settle quickly and start to explore the well-organised environment. They are emotionally secure and have good relationships with each other and the childminder. Children become active learners, making independent choices from the good range of resources. For example, they enjoy threading beads, developing their hand-eye coordination, successfully. Children have good opportunities to learn indoors and outdoors. They extend their awareness of their community and nature in the many outings the childminder takes them on, such as visits to the park, beach and woods.

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The provision is good

The childminder plans a good curriculum that inspires and engages children. She knows what she wants individual children to learn and ensures that she plans for all areas of their development. For example, children are eager to see what is in the water tray. They explore different sizes of citrus fruits, compare their colour, taste and smells. Children extend their own ideas, using their imagination to cook with the resources and play together well. Babies splash and gurgle, grabbing bowls and having fun. Toddlers develop practical skills, such as pouring water from one container to another, which helps their independence at mealtimes. The childminder provides good support, extending their knowledge and vocabulary. Children develop a positive attitude to learning, preparing them well for school.

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need to do better?

n The well-organised childminder monitors children's development well and plans effectively for their ongoing development. She gives high priority to building their confidence, so they are willing to develop a 'have a go' attitude, as well as resilience to setbacks. For example, children use trial and error to complete jigsaw puzzles. They do not get upset when their construction house collapses and simply start again. n The childminder encourage independence successfully. Children remove their shoes on arrival, find them again to go outside and try putting them on. Children pour their drinks and, through good encouragement and demonstration, they cut their fruit for snack. The childminder provides positive, sensitive support to encourage children's use of the toilet, working well with parents to be consistent. n The childminder supports children's language and communication skills well overall. She recasts and confirms toddlers attempts at difficult words such as

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need to do better?

'hippopotamus'. The childminder chats to babies and has back-and-forth discussions with children to encourage language. However, she does not always ask open-ended questions to help children vocalise what they already know or give them enough time to think and respond. n Children become engrossed in stories, developing good concentration. The

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need to do better?

23 June 2025 childminder uses books well in activities, so children learn they can use them for information. She engages children in linking what they are doing to their home life, such as having a ride on a tractor. However, she does not always support children to make links across their learning to recall and remember even more. n Children help take care of the environment. The childminder supports them effectively in putting resources away before getting more out, knowing it is to keep the floor uncluttered for their own safety. Children behave well and develop good manners. The childminder provides a positive role model, so children are kind and gentle, and they learn to respect each other's differences. The childminder provides an inclusive environment, ensuring that all children can access the activities and resources, according to their individual stages of development. n The childminder provides good support for children to gain a good

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need to do better?

understanding of healthy practices. For example, they wear hats in the sunshine and take drinks of water outside to stay hydrated. Children know to wash their hands before eating, and they enjoy nutritional snacks. Children run around laughing and are active in the fresh air, Babies have safe space to roll and strengthen their muscles, ready for walking. n There are strong partnerships with parents. The childminder provides extensive information to enable parents to know what their children are achieving and how to support them at home. She follows babies' care routines, so they feel safe and secure. Parents confirm how well their children are progressing, especially in their confidence, independence and language 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 improve questioning techniques to encourage children's language skills even further and give them enough time to say what they know n help children to make links across their learning to recall and remember more.

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Setting details

Unique reference number EY479482 Local authority North Somerset Inspection number 10398844 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 4 Number of children on roll 10 Date of previous inspection 12 November 2019

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Information about this early years setting

The childminder registered in 2014. She lives in Worle, Weston-super-Mare, Somerset. The childminder provides government funded places. She operates Monday to Thursday, from 8am to 5.30pm, all year round, except for family holidays. The childminder has a relevant early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she organises her provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector talked to the childminder 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 the childminder conducted a joint observation of the quality of teaching and learning during a planned activity outdoors. n The inspector spoke to children and took account of parents' 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

23 June 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

23 June 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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