Childminder EY229494

Inspection date

Previous inspection date 5 March 2018 16 February 2015

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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 plans a wide range of activities which interests children and builds successfully on what they already know and can do. Children make good progress.  The childminder is a good role model, and establishes warm and caring relationships with children. Children settle quickly, and feel welcome and secure.  The childminder reflects on her practice well to identify areas for improvement. For example, she has developed the outside area to provide a wider range of sensory experiences to further support children's learning and development effectively.  The childminder has strong partnerships with parents and other providers who share the care of children. The childminder keeps parents well informed of their children's learning and achievements, so they too can contribute towards their early experiences.

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It is not yet outstanding because:

 The childminder does not consistently allow children to complete tasks to their own satisfaction before moving on to the next activity.  Although the childminder counts with the children in activities, she misses opportunities for them to learn about size and weight.

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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

 give children the time that they need to complete tasks before moving on to the next activity, to extend and support their learning even further  make better use of opportunities that arise to teach children about size and weight, to increase their good mathematical knowledge further.

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Inspection activities

 The inspector observed the childminder's interactions with children, the quality of teaching and the impact on children's learning.  The inspector sampled a range of documentation, including self-evaluation, children's learning records, and training certificates.  The inspector and childminder observed children during activities and discussed children's learning and progress.  The inspector took account of parents' views from their written comments and discussion.  The inspector spoke to the childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her role and responsibilities to keep children safe. She knows what to do if she has a concern about a child's welfare. The childminder makes good use of links with other childcare professionals to share information and ideas, and keep up to date with good practice. For instance, she has introduced a wider range of interesting and challenging activities to support children to explore and develop good problem-solving skills. The childminder uses observation and assessment to successfully monitor children's progress and quickly identify any gaps in their learning. She provides effective and focused support to help children catch up swiftly.

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Quality of teaching, learning and assessment is good

The childminder knows the children very well and is clear about how to support them to achieve their next steps in learning successfully. For example, she interacts well with older children, introducing words, such as 'triangle', as they build models from construction toys. Children communicate effectively using a broad vocabulary, such as confidently talking about a visit to a safari park where they saw penguins eating fish. The childminder supports younger children well in developing good social skills, as they learn to share and take turns. For example, children wait patiently for their turn to use the watering can, as they enjoy washing the dolls and dolls' clothes.

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Personal development, behaviour and welfare are good

The childminder meets children's emotional needs effectively. She successfully boosts children's confidence and self-esteem, such as through regular praise, encouragement, and actively listening to their ideas and responses. The childminder promotes children's good health well and helps them to make healthy choices at snack time. Children enjoy planting fruits and vegetables with the childminder, learning how eating healthily further contributes to their good well-being. The childminder helps children develop strong physical skills, as they learn to ride bicycles, skilfully negotiating safe pathways in the garden. Young children go to the childminder for cuddles and reassurance when they are tired. They are very polite, show respect towards each other and behave well.

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Outcomes for children are good

Children gain good skills to help them with their future learning, including the move to pre-school and school. They are well motivated to learn, counting in routines and activities. They recognise colours and shapes, and older children confidently speak in full sentences. They are increasingly independent, managing to dress themselves for outside play with minimal support. Children play imaginatively, taking on roles from their own experiences and developing their ideas, for instance, pretending to make a cake.

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Setting details

Unique reference number EY229494 Local authority Wiltshire Inspection number 1091417 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 16 February 2015

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Telephone number

The childminder registered in 2002. She lives in Warminster, Wiltshire. She works from Monday to Friday, mainly during term time only. The childminder holds an early years qualification at level 3.

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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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