Childminder EY374252

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 are happy and enjoy their time with this caring childminder. The childminder encourages parents and carers and children to visit the setting while no other children are present before starting. She does this to offer all of her attention to get to know children and families as well as she possibly can. Also, each child has a bespoke settling-in process that builds up over time and is closely linked to their individual needs. The childminder ensures that bonds and attachments are in place before children start, and that children are happy in her care. She gets to know children's routines and interests to offer them appropriate care and activities that will engage them.

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The provision is good

The childminder knows all children well and puts in place a curriculum linked to their next steps in learning and development. Children settle quickly and feel safe in their environment. The childminder is a good role model for children. She models polite manners and kindness to children. For instance, she says 'please' and 'thank you'. The childminder reminds older children to be aware of babies who are crawling near them. Children enjoy feeding the 'resident robin' and learn to be gentle. They interact positively and play harmoniously together. Children behave well and know the behaviours that the childminder expects of them.

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need to do better?

n The childminder has a clear intent for children's learning. She regularly observes children and provides relevant next steps in learning, that she shares with parents. The childminder swiftly identifies gaps in children's learning and puts targeted interventions in place. The childminder seeks advice from outside professionals, such as local authority experts, to put the best possible opportunities for learning in place. Children make good progress from their starting points in development. n The childminder understands the importance of building children's communication and language skills. She encourages children to answer questions and models the correct pronunciation. The childminder introduces new words and expands children's vocabulary. For instance, she teaches children the names of uncommon fruits and parts of the fruits, such as 'seeds' and 'stones'. Children are socially confident and build good levels of speech.

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need to do better?

n The childminder encourages children to be healthy. She provides healthy snacks for children and supports parents to provide healthy choices for children in their lunch boxes. Children benefit from daily outdoor play in the garden and undercover areas in the fresh air. The childminder supports children's good oral health through daily tooth-brushing sessions and teaches them why they need to brush their teeth. n Children enjoy being physically active. Overall, the childminder has a clear

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need to do better?

30 September 2025 understanding of how to support children's physical development. For instance, she puts toys that babies like around the garden to encourage them to move to them and build their crawling strength and coordination. However, on occasions, she expects children to sit during activities for too long. At these times, children do not progress their physical skills and some children lose interest in the activities on offer. n The childminder supports children's understanding of the world around them. She supports children to learn about nature, such as on regular walks along local paths. The childminder teaches children where their food comes from. She takes children to local shops and markets where children see real fish, fruits and vegetables. Children learn how to pay for items to use for cooking in the setting. They gain real life-experiences that builds a secure understanding. n The childminder regularly evaluates her practice and constantly strives to

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need to do better?

improve her skills. She seeks continual professional development to keep her skills and knowledge up to date. For example, the childminder has completed training to support her ability to identify children with special educational needs and/or disabilities. She ensures that she keeps her understanding up to date of the changes to the statutory requirements for providers caring for early years children. n Overall, children build their confidence to lead their own play. For instance, children are proactive in selecting what they want to play with in the garden area. However, the childminder does not always extend children's ability in self- care. For example, she collects drinks for children and passes them lunch items. At times, the childminder carries and collects items for children that they could get themselves. This does not support children's ability to know how to do things for themselves and fully promote their self-care.

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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 promote children's physical development and engagement in activities further, such as by ensuring the lengths of times that children are expected to sit are appropriate n support children's independence in self-care and doing things for themselves.

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Setting details

Unique reference number EY374252 Local authority North Somerset Inspection number 10407888 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 21 January 2020

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Information about this early years setting

The childminder registered in 2008 and is based in Tickenham in Somerset. She provides care all year round, from 8am to 6pm, on Monday, Tuesday and Wednesday. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of the education being provided and assessed the impact this has on children's learning. n The childminder and the inspector evaluated an activity the inspector observed. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

30 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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