Childminder in Wiltshire

Inspection date 25 March 2019 Previous inspection date 24 February 2015

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This inspection: Good 2

Previous inspection: Good 2 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 provides a safe, homely and caring environment for children. They feel happy and secure and enjoy the time they spend with her. n The childminder knows each child very well and adapts her care and routines thoughtfully to meet their individual needs successfully, including those with special educational needs and/or disabilities (SEND). n Children enjoy a wide range of interesting activities and experiences that support all areas of their development. They are enthusiastic learners and are eager to join in. n Children benefit from regular outings, which add considerable interest to their day. These varied experiences help them to learn new words and become confident in a variety of social settings. n The childminder works in close partnership with parents and others involved in children's care and development. For example, she shares information and follows professional advice to help children eat varied and healthy diets.

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This provision is good

n The experienced childminder reflects on all she does. She uses training and her own research to constantly improve her practice to benefit children. n The childminder sometimes uses language that is too complex for children's level of speech and understanding, which does not support them fully in learning to use more complex sentences themselves. n The childminder sometimes forgets to make the most of spontaneous learning opportunities throughout the day to enhance children's mathematical development.

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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 use appropriate levels of language consistently to enhance support for children's speech development and help them to gradually use more complex sentences n make the most of spontaneous learning opportunities to encourage children to use and develop their growing mathematical skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder interacting with children in her home. She spoke to the childminder and children at appropriate times. n The inspector discussed with the childminder how she monitors children's development and plans for their learning. n The inspector looked at all areas of the house and garden, and the resources used by the children. n The inspector sampled documents used by the childminder, including children's records, policies and procedures. n The inspector took account of parents' views from speaking with one parent and from the written testimonials of several other parents.

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Effectiveness of leadership and management is good

The childminder links with other local childminders to discuss and share ideas. They arrange joint training, sometimes with external trainers, to develop their skills and knowledge and review their practice. This benefits children. For example, the childminder has reorganised her toys so that children can now easily see and reach what they want. This has enabled children to follow their own interests and develop their ideas fully. The childminder identifies her training needs well. For example, she is training to use signing, specifically to support those at risk of speech delay. Safeguarding is effective. The childminder keeps up to date with child protection issues and she is certain about what to do if she has concerns about a child's welfare. She maintains a safe home and supervises children closely.

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Quality of teaching, learning and assessment is good

The childminder uses children's current fascinations to capture their interest. For example, she adds model animals to dough, which children use to make marks. She adapts activities well to include all the children. For example, she makes sure the water tray is at the right height for everyone. She knows the children and their families very well, so she can talk to children about things that matter to them. The childminder observes what children do and say and uses this information effectively to identify what they need to learn next. She keeps parents and other carers well informed, so they all support children's care and learning in the same way. Children frequently play with resources that have no specific use, encouraging them to think creatively. For example, they use planks and logs to build dens and slopes. The childminder plans activities to develop children's number skills. For example, they practise counting and taking away

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Quality of teaching, learning and assessment is good

with toy frogs, as they have fun with number rhymes.

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Personal development, behaviour and welfare are good

Children form strong emotional attachments to the childminder and each other. This gives a good foundation for their future learning. The childminder is warm and caring, and children follow her good example. They are kind, show great concern for others and are keen to help. They behave well. Children learn to recognise and value differences. For example, they play with dolls and read stories about people from different backgrounds. They take part in community charity events to raise money for others who may be less fortunate than them. Children play energetically outside every day, which helps keep them healthy. They learn about healthy eating through many activities, such as growing and eating vegetables. The childminder has a clean home and teaches children the importance of good hygiene.

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Outcomes for children are good

Children make good progress from their starting points, including those with SEND. They become independent, confident and sociable. They choose what to do and keenly share their ideas. They enjoy looking at books and make marks with a range of tools and media, which prepares them well for starting to write. They are curious, and younger children are fascinated to discover what happens when they press buttons and levers. They gain the skills they need to be ready for starting nursery or school.

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Setting details

Unique reference number 145120 Local authority Wiltshire Inspection number 10071408 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 1 - 10 Total number of places 6 Number of children on roll 7 Date of previous inspection 24 February 2015

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Registers

The childminder started minding in 1990 and registered with Ofsted in 2001. She receives funding for the provision of free early education for children aged two, three and four years. The childminder holds a relevant qualification at level 3.

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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

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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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