Childminder EY480924

Inspection date

Previous inspection date 22 February 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children respond positively to the childminder's friendly, reassuring approach and settle easily, feeling safe in her care. They develop a positive sense of emotional well-being.  The childminder provides a broad variety of activities that support children's interests effectively and motivate their learning. This helps them make good progress.  Children enjoy a good range of physical play experiences. They often play outside and have fun using up their energy, and they develop a positive attitude to exercise.  The childminder manages children's behaviour effectively and gives them lots of praise and encouragement. Children develop positive self-esteem and confidence.  The childminder is reflective of her practice and identifies ways to develop this further. She has a positive attitude to making ongoing improvements. For example, she has completed training that has raised her awareness of the wider aspects of safeguarding.

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It is not yet outstanding because:

 The childminder monitors children's achievements and progression, but this is not always sharply focused to support them in reaching their full potential.  The childminder misses some opportunities to promote children's interest and enjoyment of books, and support their early literacy skills further.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen systems for monitoring children's achievements more precisely to reflect their progress accurately and fully support them reaching their full potential  provide more opportunities for children to strengthen their early literacy skills further.

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Inspection activities

 The inspector observed children's interactions in play indoors and outdoors.  The inspector sampled documentation, such as operational policies, procedures and required records, including those relating to suitability.  The inspector took into account written comments from parents.  The inspector discussed children's development with the childminder and viewed their learning journals.  The inspector discussed self-evaluation with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is clear about procedures to follow should any concerns arise about a child and understands her responsibilities in protecting children's welfare. She makes children's safety her priority, completes thorough risk assessments and puts suitable prevention in place to help minimise the risk of accidents. The childminder promotes a continuous approach for children's care and learning with parents and other settings children attend. She develops positive partnerships with parents and encourages their involvement in their children's learning, keeping them well-informed of their progress.

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Quality of teaching, learning and assessment is good

The childminder plans exciting activities and provides good support for children's learning and development. For example, children enjoy using their imagination in the role-play area. They pretend to be a vet or a postman. They push their dolls around in buggies and gently give them a cuddle. Children gain a good awareness of the natural world. They enjoy exploring outside and like going to feed the ducks or to see the alpacas and horses in the nearby fields. The childminder actively reinforces children's sounds and words, and promotes their communication. For example, toddlers start repeating key words, enabling them to express their needs. Children develop a good understanding of how things work. They excitedly press buttons on toys to activate music or lights.

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Personal development, behaviour and welfare are good

Children form warm, caring relationships with the childminder. They develop good social skills, for instance, on visits to toddler groups where they meet their friends. They like going for a drink at a cafe with the childminder and sit nicely at the table. Children gain good self-care skills from a young age. For example, toddlers know to go and find their coats and boots before going to play outside. They attempt to put these on and succeed with minimal help. Children gain good coordination skills, for instance, as they attempt to butter their bread and add some cheese to make sandwiches for lunch. They know to wash their hands before eating and learn good table manners. The childminder supports children well in learning how to keep themselves safe from harm. For example, children know when the smoke alarm beeps they must go to the front door and do so promptly.

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Outcomes for children are good

Children make good progress from their starting points. They explore activities with interest and are motivated to learn. They sing counting songs and develop their early awareness of simple mathematical concepts, such as empty and full. For example, they concentrate well pouring dried pasta or colourful cotton reels in and out of different containers. Children show pride in their achievements and gain confidence in their abilities. This helps them gain the skills needed for their move to pre-school and school.

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Setting details

Unique reference number EY480924 Local authority Wiltshire Inspection number 999544 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 1 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in Westbury, Wiltshire. The childminder is available to care for children on Monday to Friday, all year round. She receives funding to provide free early years education for children aged two, three and four years.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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