Childminder EY363693

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 has clear intent for children's learning. Her curriculum helps children to gain the fundamental skills they need to become confident, inquisitive and independent learners. Younger children demonstrate keen focus on their learning as they carefully stack blocks to make towers. Children develop perseverance and build on their smaller physical skills. For example, they carefully peel tape to stick things together when using junk modelling material. The childminder encourages children to tear paper, supporting their hand and finger strength. Children use their creative skills to make models and proudly say, 'I am going to show my daddy.'

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The provision is good

The childminder is a positive role model for children's communication and language development. She narrates consistently and introduces new vocabulary, such as 'compost'. Subsequently, younger children begin to form short sentences, and older children engage in back-and-forth conversations with the childminder. During independent play, younger children count small blocks confidently to four. The childminder uses mathematical language, such as 'long' and 'short', as children build roads. Children develop good early mathematics skills from a young age.

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The provision is good

The childminder provides a wealth of opportunities for children to develop their independence. For instance, children enjoy chopping their fruits for snack, washing their hands and helping the childminder with small tasks. Children build on their confidence and learn to help others.

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need to do better?

n The childminder is knowledgeable and experienced. She carefully considers children's interests and next steps to provide activities that she knows children will enjoy. The childminder uses her interactions with children to help them revisit their learning experiences. This helps her to check what children know and can do and what they need to do next. For example, children spot a picture of a carrot, and the childminder asks, 'Who eats carrots at the farm?' As a result, children excitedly talk about their visits to the farm, helping them to embed their learning. n Children develop good early literacy skills. They demonstrate a love for books from a young age, as they cuddle into the childminder and listen intently to stories. Younger children point to pictures and repeat new words. Older children begin to experiment with linking sounds to words. This helps to prepare children for their next stage of learning.

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need to do better?

n The childminder is an excellent role model. She demonstrates kindness and compassion towards children, helping them to feel safe, secure and valued. Children have formed strong bonds with the childminder. She provides children

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need to do better?

29 September 2025 with clear boundaries and implements core 'home values'. Overall, children behave well. However, at times, when children struggle to manage their own behaviour, she does not always use effective ways to help them to recognise and talk about their feelings and emotions. Subsequently, this does not help children to understand how their behaviour can impact others. n Children begin to learn how to lead a healthy lifestyle. The childminder promotes oral hygiene well through discussions and activities. She recognises the importance of children being outside and the positive impact this has on their physical health and well-being. The childminder shares healthy lunch box expectations with parents to encourage healthy eating habits. n The childminder organises regular trips out into the community to expose children to varied learning experiences. These include visits to the farm, local parks and weekly toddler groups. This helps to strengthen children's social

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need to do better?

interactions and widens their awareness of the world. The childminder promotes culture and diversity by celebrating various cultural events throughout the year. n The childminder is dedicated to her role and recognises when there are gaps in her own knowledge and learning. She completes mandatory training, such as first aid, and develops her own skills and knowledge through her love of reading. For example, her recent research of British values has helped the childminder to implement these more precisely throughout her day-to-day routines. This supports children's awareness of fundamental British values. n The childminder has developed excellent partnerships with parents. They report that the childminder is 'kind and caring'. Parents value the childminder's role in supporting their children's development, particularly their confidence and communication skills. The childminder shares information and photos with

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need to do better?

parents about their child's day. However, she does not consistently share children's next steps with parents to help them continue their child's learning at home.

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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 support children to recognise and talk about their feelings and emotions to help them to further regulate their behaviour n consistently share children's next steps with parents to support their learning at home.

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Setting details

Unique reference number EY363693 Local authority Bath and North East Somerset Council Inspection number 10407441 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 9 January 2020

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Information about this early years setting

The childminder registered in 2007 and lives in Midsomer Norton, North Somerset. She operates all year round, from 7.45am to 5.45pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and 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 curriculum has been implemented and the impact that this has on the children's learning. n The children spoke with the inspector during the inspection. 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

29 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

29 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

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

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