Childminder in Wiltshire

Inspection date

Previous inspection date 15 September 2016 1 March 2013

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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 childminder's warm and affectionate manner puts children at their ease. They are relaxed, and feel safe and secure in the setting.  The good teaching enables children to learn well. For example, the childminder listens to children attentively and helps extend their thinking and understanding. Children use their time purposefully and enjoy exploring the resources and activities on offer.  Children behave well. They demonstrate courtesy, listen well and invite others to join in their play.  The childminder assesses children's strengths, difficulties and progress carefully. She makes good use of her understanding to close any learning gaps. For example, she provides children with activities that challenge them well and meet their development needs.  The partnership with parents is good. For example, the childminder shares home- learning ideas with parents to help children develop well.  Children make good progress from their starting points. They develop skills, knowledge

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It is not yet outstanding because:

 The childminder does not make the best use of parent feedback in her self-evaluation to bring about improvements to her provision as strongly as possible.  Children do not have an extensive range of opportunities to learn about and understand people's differences and similarities beyond those of their own experiences.

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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 the quality of self-evaluation to make the best use of feedback from parents to help improve outcomes for children even further  give children even more opportunities to learn about people's differences and similarities beyond their own experiences.

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Inspection activities

 The inspector observed children's activities in the setting and spoke to the childminder when it was appropriate to do so.  The inspector observed some daily care routines, including the provision of snacks.  The inspector sampled a range of policies and other documents, and discussed children's progress with the childminder.  The inspector toured areas of the premises used for childminding.  The inspector looked at the record of parental views collected by the childminder.

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Effectiveness of the leadership and management is good

The childminder makes good use of her childcare knowledge. For example, she uses training and discussions with other childminders to share ideas about practice and keep up to date. Partnerships between the childminder and other providers are good. For example, she has shared information with other settings to enable them to work together to meet children's needs. Safeguarding is effective. The childminder is aware of possible signs of abuse and knows how to report any safeguarding concerns. For instance, she keeps up to date in this area through regular meetings with other local professionals. The childminder checks possible safety risks carefully and takes effective precautions to keep children safe while in her care.

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Quality of teaching, learning and assessment is good

The childminder uses her understanding of children's learning needs well to plan relevant activities and select resources carefully. She responds effectively to children's interests and uses these to support their learning. For example, the childminder makes good use of jigsaw puzzles featuring favourite television characters to develop children's understanding about size and shape. The childminder talks to children in ways that develop their skills and understanding well. For instance, during a drawing activity she used an effective mixture of questions and suggestions to develop children's writing. Children develop good speaking and listening skills with the childminder, such as in an extended game involving toy characters putting on a show.

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Personal development, behaviour and welfare are good

The childminder considers and responds to children's physical and emotional needs well. For instance, she acts quickly when children are hungry or need reassurance. Children develop their understanding about the importance of good personal hygiene. For example, they learn about why it is important to wash their hands properly before eating. The childminder enables children to develop independence, such as selecting their own resources and, when able, use the bathroom by themselves. Her consistent encouragement motivates children and develops their confidence. Children's positive behaviour reflects the childminder's high expectations.

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Outcomes for children are good

Children focus their attention well and concentrate for long periods. They demonstrate a love of learning, and are keen to explore and develop their play. Children develop good observational skills and understanding about the natural world. For example, children learnt about the different features of flowers during a drawing activity. Children learn well and make good progress. They are well-prepared for the next stages in their learning and education.

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Setting details

Unique reference number 144824 Local authority Wiltshire Inspection number 1061496 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 1 March 2013

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Telephone number

The childminder registered in 1997. She lives in Salisbury, Wiltshire. The childminder works from 8am to 5.30pm on weekdays, for most of the year. The childminder has an appropriate level 2 childcare qualification.

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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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