Childminder in Wiltshire

Inspection date 16 January 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is committed to her role and has a secure understanding of her responsibilities to keep children safe from harm. n The caring childminder provides a welcoming and friendly environment for children to play and learn. Children are happy and settle well. They are confident to explore and access resources independently. n The childminder knows children well. She provides a wide range of interesting activities and experiences to help children make good progress in their learning. She joins in with their play effectively and adapts her practice to meet children's different ages and stages of development, to extend their learning. n Children make friends and play harmoniously together. They develop independence skills and manage appropriate tasks for themselves. n Parents report positively about the childminder. They appreciate the information they receive about what their children learn and do throughout the day.

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This provision is good

n At times, the childminder asks children questions and does not give them time to think and respond, before providing them with an answer. n The childminder misses chances to support children's counting skills and understanding of numerals as part of their early mathematical development. n Although the childminder forms good relationships with parents, she does not gather information from them about what children know and can do when they first start.

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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

n give children time to think and respond when asking questions, to encourage them to develop their thinking and communication skills n make full use of opportunities to encourage children to count and recognise numerals, to extend their mathematical understanding n extend partnerships with parents to gain information about children's achievements at home when they first start at the setting, to inform planning from the outset.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises and observed the quality of the childminder's interaction with children, inside and outside. n The inspector talked to the childminder and children at appropriate times. n The inspector discussed with the childminder, an observed activity and children's learning. n The inspector sampled documentation, including children's records, the safeguarding policy and procedures, the childminder's first-aid certificate and suitability checks. n The inspector read written feedback provided by parents for the inspection and considered their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows the procedures to follow should she have any concerns about children in her care. She completes risk assessments to minimise any hazards and supervises children well. She teaches children how to keep themselves safe, such as when using resources and walking to and from school. The childminder keeps her knowledge and skills up to date. She liaises with other childminders to share ideas to promote outcomes for children. For example, she takes children on regular outings to a local arboretum to help develop their understanding of the world. The childminder monitors children's progress and works with parents to provide consistency for children between the setting and home.

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Quality of teaching, learning and assessment is good

The childminder uses her observations and accurate assessments alongside children's interests to plan stimulating activities that help them learn. For example, children are fascinated as they explore lumps of frozen ice. The childminder teaches children how to use wooden hammers safely to smash the ice and to find the small-world animals that are hidden inside. Children experiment with small plastic syringes to draw up water. They enjoy squirting it over the ice and watching it melt, learning about cause and effect. The childminder helps children to develop their communication and language skills. She models language effectively, repeating back the correct pronunciation of words. She provides children with new words to extend their developing vocabulary. The childminder teaches children that print has meaning. For instance, she encourages children to examine the characteristics of small-world dinosaurs and match them with images on a

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Quality of teaching, learning and assessment is good

tablet. She points to the names written on the screen and talks about the sounds that letters represent.

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Personal development, behaviour and welfare are good

Children's behaviour is good. The childminder supports children effectively to share resources and take turns. She makes her expectations clear and children understand boundaries. Children enjoy role play, such as preparing food and serving it to adults. The childminder supports children's creative development well, for example, helping them to make a den using sheets and blankets. She extends their imagination effectively, supporting them to build a pretend campfire and toast 'marshmallows on a stick'. The childminder provides children with challenges, such as how to make the den bigger to provide more space. Children enjoy being physically active. They negotiate space well, such as when they explore the garden with magnifiers, looking for insects.

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Outcomes for children are good

Children are well prepared for the next stage in their learning and the move on to school. They develop good social skills. Children are motivated to take part in activities. They remain focused and engaged for long periods. Children demonstrate good listening skills. They enjoy stories and join in with repeated phrases. They have many opportunities to develop their hand-to-eye coordination in readiness for early writing. Children show care and kindness for living things. For example, they hold a ladybird carefully as they take it outside so that it can, 'use its wings and fly'.

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Setting details

Unique reference number EY540900 Local authority Wiltshire Inspection number 10089479 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 4 Number of children on roll 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Chippenham, Wiltshire. She operates all year round from 7.45am to 4.45pm, Monday to Thursday.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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