Childminder EY303853

Inspection date

Previous inspection date 16 January 2017 13 May 2014

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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 develop warm, trusting relationships with the childminder. She provides a comfortable, welcoming home and children enjoy her gentle humour. They settle easily, feeling safe and emotionally secure in her care.  The childminder supports children's good health and physical well-being effectively. For example, they have fun in exciting activities that help develop their core strength.  Children become absorbed in the good range of play activities. They enjoy their play and are motivated to learn. Children make good progress.  Children behave very well. The childminder provides a consistent approach and praises children often, boosting their self-esteem and confidence effectively.  The childminder develops her knowledge and skills well. For example, she meets with other childminders to share ideas about current childcare and improve her practice. This has helped her to develop her self-evaluation systems and identify more effective

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This provision is good

ways to monitor children's progress and close gaps in their learning.

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It is not yet outstanding because:

 The childminder does not gain detailed information about children's existing abilities from parents on entry, to support her initial planning more effectively.  The childminder does not consistently extend opportunities for children to learn what to do and how to behave safely in an emergency.

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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

 gain more information from parents about children's abilities when they first attend, to fully support planning for their learning from the start  provide more opportunities for all children to learn how to keep themselves safe in emergency situations.

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Inspection activities

 The inspector observed children's interactions and play indoors.  The inspector viewed documentation, such as operational policies, procedures and required records, including those relating to suitability.  The inspector took into account the written views of 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 understands her responsibilities to protect children's welfare. She updates her knowledge of safeguarding through training and knows how to manage any concerns she may have. The childminder has positive relationships with parents and other settings that children attend. For example, she keeps them updated on children's achievements and shares information on daily activities.

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Quality of teaching, learning and assessment is good

The childminder understands child development and knows how to motivate children's interest through their play. She supports children's understanding of nature and their community very effectively. For example, children are fascinated when they find lots of tiny spiders, ants and bugs in the garden. Children visited the local Christmas markets and often go to see the cathedral or 'big wheel' in town with the childminder. The childminder extends children's early reading skills very well. For example, older children listen intently to a favourite story and respond eagerly to the childminder's questions, anticipating what will happen next. Younger children enjoy looking at a colourful picture book. They excitedly lift the flaps on each page and find the pictures hidden underneath of different animals.

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Personal development, behaviour and welfare are good

Children respond positively to the friendly, reassuring childminder. For example, they giggle with delight when the childminder pretends to use her 'magic powers' to guess where they have hidden a toy. Children start to develop a positive awareness of healthy eating. For example, they look at the different food stalls in the market when they walk to town and enjoy choosing a favourite fruit to eat. The childminder actively encourages children's physical coordination skills. For example, older children carefully balance small bean bags on their heads in an 'Olympics obstacle race'. Younger children gain the confidence and balance to stand by themselves and begin to take their first steps.

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Outcomes for children are good

Children gain good skills that prepare them well for their move to school. They play cooperatively and are willing to help others, such as by tidying away toys together. Children are curious and learn well through exploration and discovery. They learn to solve simple practical problems themselves and gain an interest in early mathematical concepts. For example, they work out how to build a ramp for their toy vehicles and then test their speed, deciding which will be the fastest. Children begin to associate their counting to written numbers and to those of personal significance. For example, they say 'I'm three' when they see this number on a stencil.

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Setting details

Unique reference number EY303853 Local authority Wiltshire Inspection number 1068750 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 9

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Telephone number

The childminder registered in 2005 and lives in Salisbury, Wiltshire. She cares for children Monday to Thursday, all year round. The childminder receives government 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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