Childminder in Wiltshire

Inspection date

Previous inspection date 24 August 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

 The qualified childminder continues to develop and refresh her practice. For example, she accesses regular training and uses her new knowledge to support children to make good progress in their language and communication.  The childminder supports children's communication and language particularly well. For example, she models language through extending children's sentences and allows children sufficient time to process their thoughts after asking them questions.  Overall, children behave well. The childminder is a good role model. For example, she gives children opportunities to discuss how they are feeling, understand the choices they can make and learn about managing their emotions.  Children have opportunities to gain valuable social skills to help them with moving on to pre-school and school. For example, they visit local groups and activity sessions in the local community, where they learn to mix with other children and develop new

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It is not yet outstanding because:

 At times, the childminder over-directs children's play and does not follow their spontaneous ideas and interests.  The childminder does not gather information from parents on what children can already do when they first start, to inform planning of activities and experiences from the outset.

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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

 make the most of opportunities to follow children's interests in play, to develop their ideas and sense of curiosity as well as possible  strengthen partnerships with parents to gather information about what children can already do when they start, to help identify starting points for children's learning.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector sampled a range of documents, including risk assessments, policies and the children's files.  The inspector spoke with the childminder and children at convenient times, and discussed the childminder's self-evaluation.  The inspector took into account the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder completes regular training and research, for example, to keep up to date about safeguarding procedures. She is confident and knows the process to follow if she has a concern about a child's welfare. The childminder tracks the progress of children's achievements to help her to identify any gaps in their learning. She knows how to seek help from other relevant professionals, if necessary, to help ensure that all children make good progress. The childminder keeps parents informed of their children's learning. She reflects well on her practice, identifying areas to improve the provision and outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. For example, she completes regular observations and assessments to plan for their next steps in learning. Children welcome the childminder's involvement in their play. For example, as children engaged enthusiastically in pretend play to buy food from a shop and make drinks, the childminder played alongside them to extend their imagination. The childminder helps children to develop good mathematical understanding. For example, as children filled and emptied containers with water she talked about the different sizes of containers they used.

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Personal development, behaviour and welfare are good

The childminder supports children well to become independent. For example, they confidently take an active role in the preparation of their snacks and they learn to use knives safely as they cut up fruit. They very confidently put on their boots ready for outdoor play. Children have a close relationship with the childminder. For example, they know they can have a cuddle when they are feeling tired and sad, and enjoy giggling and having fun with her in play. The childminder encourages children's confidence and self- esteem well by, for example, praising their achievements. Children have daily opportunities to practise their physical skills, including during regular outdoor play.

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Outcomes for children are good

Children benefit from their time with the childminder. They develop a good understanding of mathematical concepts. For example, children talk spontaneously about cutting fruit up into halves. Children develop a love of stories, listening well to stories the childminder reads to them. They ask questions about the things they see in the illustrations and discuss how they think the characters may be feeling. Children develop an interest in pre- writing skills. For example, they enjoy making marks using water and paintbrushes outdoors, and learn to distinguish between lines and circles. They learn valuable skills to prepare them for future learning and in readiness for school.

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Setting details

Unique reference number EY486223 Local authority Wiltshire Inspection number 1005158 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in the Pewsham area of Chippenham, Wiltshire. She holds a relevant early years qualification at level 3. The childminder works all year round on Monday to Friday from 8am to 5.30pm, apart from family holidays.

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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

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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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