Kayleigh-Marie Bayley

Inspection date

Previous inspection date 26 April 2018 30 July 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children are happy and secure in the childminder's care. The childminder is kind and caring in her approach. She has formed secure bonds with the children, which support their emotional well-being effectively.  The childminder provides a wide range of activities, which children enjoy, and supports them well to make good progress in their learning.  The childminder makes good use of professional development opportunities. For example, after completing a mark-making course, she introduced more craft activities, to support children in developing their imaginations further.  Partnerships with parents are strong. The childminder provides parents with daily updates on their children's progress, and encourages parents to share children's learning from home to promote consistency.

p.1

It is not yet outstanding because:

 The childminder does not make the best use of opportunities for children to count beyond five, recognise numerals and match quantities.  The childminder does not provide many opportunities for children to use their senses to explore and develop their curiosity about the world.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 use all opportunities for children to count beyond five, recognise numerals and match quantity, to develop their mathematical knowledge further  provide more opportunities for children to use their senses to explore and develop their curiosity about the world even further.

p.2

Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector sampled a range of documentation, including children's records and the childminder's policies.  The inspector and childminder observed children during activities and completed a follow-up discussion about children's learning and progress.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of parents' views from their written comments.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role and responsibility to keep children safe. She knows how to report any concerns about children's welfare. The childminder carries out thorough risk assessments to ensure that she identifies and minimises any risks to children in the home, when travelling in the car and on outings. The childminder uses her observations and assessments of the children well, to monitor their progress and close any gaps in their learning effectively. She works well in partnership with other early years settings that children attend, sharing information to ensure consistency in children's learning and care. The childminder uses self-evaluation well to improve her practice and learning opportunities for children. For example, she has developed her garden to include a sunken sandpit and is looking to attend a course on outdoor play to develop children's learning outside even further.

p.3

Quality of teaching, learning and assessment is good

The childminder gets to know the children quickly when they first start to attend her setting. She provides activities that build on what they already know and can do successfully. She encourages the children to use their imaginations well. For example, children change the baby doll's nappy and pretend to buy groceries from the shop. Children 'cook' in the kitchen and engage in lively conversations with the childminder about the different fruit and vegetables. The childminder is successful at engaging children well in activities and extending their vocabulary. For example, she introduced words, such as 'big' and 'small', as the children compared different sized spoons.

p.3

Personal development, behaviour and welfare are good

The childminder supports children well to develop good social skills. Children behave well and have a good understanding of right from wrong. For example, they know they must wait for the childminder before going outside or using the playroom in the garden. The childminder uses effective strategies to manage children's behaviour. She encourages children to use good manners and gives them lots of praise and encouragement as they follow her good example. This effectively boosts their confidence and self-esteem.

p.3

Outcomes for children are good

Children develop a wide range of skills, which prepares them successfully for their future learning and school. They develop good independence as they dress themselves for outside play. They share and take turns well, such as when they roll a ball back and forth to the childminder. Children use a wide range of vocabulary. They name colours and shapes, for instance as they use a red spoon to stir pasta shapes in a circle.

p.3

Setting details

Unique reference number EY458366 Local authority Wiltshire Inspection number 1131984 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 8

p.4

Name of registered person

Date of previous inspection 30 July 2015

p.4

Telephone number

The childminder registered in 2013. She lives in Trowbridge, Wiltshire. She cares for children most of the year, from 7.45am until 6pm on Monday to Friday. The childminder has a level 3 qualification.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5