Childminder EY549780

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 thrive in the care of this warm and nurturing childminder. They feel safe and secure, and when they become upset, she responds quickly with cuddles and reassurance. Children settle promptly and return to play, demonstrating strong trust and emotional security. The childminder knows each child well, understands their individual needs and supports smooth transitions, helping children feel confident to explore and learn.

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The provision is good

The childminder provides a broad and ambitious curriculum where outdoor learning is central. Children enjoy rich opportunities to explore nature, take managed risks and develop respect for the world around them. During visits to wooded areas, they climb fallen trees, test their physical abilities and take part in bug hunts, discussing their discoveries and what creatures need to survive. Thoughtfully planned trips beyond the setting, such as train journeys or beach visits, allow children to make meaningful connections with the wider world and build real-life knowledge.

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The provision is good

The childminder weaves mathematical language, communication and vocabulary development seamlessly into daily routines and play. Children count confidently, explore numbers and patterns, and link numbers to their own age or the ages of their friends. The childminder models language carefully, uses stories, songs and props to engage children's interest, and encourages children to express their ideas. These experiences help children concentrate, develop communication skills and deepen their understanding. Overall, children experience a stimulating, nurturing and thoughtfully planned environment that prepares them exceptionally well for the next stage of learning.

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need to do better?

n The childminder plans exciting outings that enrich children's learning and extend their experiences beyond the setting. She tailors these opportunities to children's individual interests, ensuring that learning feels meaningful and engaging. For example, when children developed an interest in trains, she organised a train journey to the beach. They explored the seaside environment and built new vocabulary through real-life experiences. Children talk with enthusiasm about these trips and recall them as highlights of their time with the childminder. These opportunities strengthen their communication and deepen their understanding of the wider world. Through these thoughtfully planned experiences, children gain a sense of adventure, curiosity and confidence as they explore new places. In addition, parents praise how these opportunities provide children with memorable learning that they can build on in the future.

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need to do better?

n Children behave with kindness and consideration towards each other. They share

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need to do better?

23 September 2025 resources, take turns and show empathy, such as reminding a friend to be careful when climbing. They listen attentively during group times and join in eagerly with songs and stories. The childminder uses props, actions and expressive voices to bring stories to life. Children delight in repeating familiar phrases and predicting what might happen next, which strengthens their communication and love of books. n The childminder evaluates her provision rigorously. She seeks regular feedback from families and observes children's interactions to ensure that learning remains engaging and enjoyable. She attends relevant and meaningful training to develop her professional knowledge and refine her practice. This enables her to provide high-quality support tailored to the needs of each child and ensures that children continue to make strong progress in their learning and development. n The childminder engages children in meaningful conversations that build on their

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need to do better?

real-life experiences. During role play, children talk about going to the shops, creating a shopping list and discussing which items to include, with others suggesting additions such as ice cream. This sparks opportunities for children to explore and locate pictures of the items, supporting their communication and problem-solving skills. At times, however, the conversation is not extended further, which limits opportunities for children to fully share their thoughts and ideas. n Children show growing independence as they manage their daily routines. They collect their lunchboxes, prepare for snack and take responsibility for tidying up. Even the youngest children attempt zips, containers and shoes with determination, while the childminder provides gentle guidance when required. These opportunities build children's confidence and self-care skills, although on occasion the childminder steps in too quickly, and some children miss the chance

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need to do better?

to try for themselves before receiving support.

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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 conversations to challenge older children's thinking skills n consistently allow children to demonstrate and practise their independence, giving them opportunities to complete tasks on their own before providing support.

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Setting details

Unique reference number EY549780 Local authority Somerset Inspection number 10407461 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 15 Date of previous inspection 9 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Martock, Somerset. She provides care from Tuesday to Friday, including before- and after-school care, for most of the year. The childminder holds an early years qualification at level 3. She occasionally works with an assistant. The childminder offers government-funded places.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector spoke to the children to find out about their time at the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 September 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 September 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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