Childminder EY306714

Inspection date

Previous inspection date 28 February 2017 28 July 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

 The childminder tracks children's learning and development effectively to help her to identify any weaknesses 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 pays good attention to improving her service. For example, since the previous inspection she has extended the range of natural materials for children to include in their play. This has helped her maintain her good standards.  The childminder provides good support for children's communication and language development. For example, she used mathematical language to support children when completing jigsaw puzzles.  The childminder organises the play environment well to allow children to make independent choices about with what they would like to play.  Children are happy and settled. They have affectionate relationships with the

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This provision is good

childminder. She knows the children, their families and their specific needs well.

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It is not yet outstanding because:

 The childminder does not consistently support children to develop an awareness of assessing risks for themselves.  The childminder does not gather information from parents about 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 all opportunities to raise children's awareness of safety and encourage them to assess risks for themselves  enhance partnerships with parents to gather information about what children can already do when they first start, to identify starting points for children's learning.

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Inspection activities

 The inspector viewed the areas used for childminding. She talked with the childminder and children at appropriate times during the inspection.  The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector looked at a sample of documents, including children's monitoring records, risk assessments, the childminder's self-evaluation, and policies and procedures.  The inspector and childminder jointly considered the impact of teaching on children's learning.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder understands her role and responsibilities and keeps her knowledge up to date. For example, she completes training to help her understand the appropriate procedures to follow should any concerns arise about children's well-being. She follows good practises to enable children to be safe in her home, for example, keeping the front door locked when children are present. The childminder understands the importance of professional development in keeping her knowledge and skills up to date. For example, she has plans to refresh her understanding of supporting children to understand their emotions. She meets regularly with other childminders to share good practice ideas.

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Quality of teaching, learning and assessment is good

The childminder uses her accurate observations and assessments to provide well-planned activities that encourage children's learning effectively. She plans stimulating activities that link well to children's next steps in learning. For example, she used opportunities to help children practise mathematical skills of sorting, counting and size language. The childminder is skilled in recognising when modifications are needed to activities to enable children to achieve success to support their confidence and self-esteem. She supports children's understanding of new concepts very effectively. For example, children asked why plastic beads stuck together in a musical instrument. The childminder clearly explained the how static electricity was produced when the instrument was shaken.

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Personal development, behaviour and welfare are good

Children behave well and take pleasure in being helpful. For example they willingly helped the childminder sort resources that had become muddled. The childminder provides children with regular opportunities to develop their social skills and gain confidence with other groups of children. Children have regular opportunities to develop their physical skills. For instance, they visit local parks and play centres. This helps extend their understanding of the diverse lives, cultures and backgrounds of people in the community. Children benefit from discussions about healthy living. For example, the childminder helps children to understand that some foods are occasional treats.

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Outcomes for children are good

Children develop good skills to prepare them for future learning and in readiness for school. They are confident communicators and constantly ask questions and improve their understanding. Children engage in activities of their choosing for very good lengths of time. They enjoy looking at books on their own, or with the childminder, to help build early literacy skills. Children develop mathematical skills. For example, they competently count puzzle pieces as they tidy them away.

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Setting details

Unique reference number EY306714 Local authority Wiltshire Inspection number 1070676 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 28 July 2014

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Telephone number

The childminder registered in 2005. She lives in Calne, Wiltshire. The childminder offers care all year round from Monday to Friday, except bank holidays and 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

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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