Seddon, Helen Jane

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children enjoy their time with the childminder. Her warm and calm approach helps children to settle quickly and feel safe. Babies snuggle into her for reassurance and older children chat confidently about their friends and families. From this secure base, children grow in confidence and are eager to play and learn. The childminder encourages children to become very independent. They are pleased to do things for themselves, such as putting on shoes or carrying through snacks. She gives each child plenty of attention and her consistent approach helps them learn right from wrong. Children behave well and they learn how to make friends and play cooperatively.

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The provision is good

Children thoroughly enjoy the wide range of interesting experiences and outings that the childminder provides. They play energetically outside every day, and develop very good strength and coordination. They confidently climb, bounce and balance as they use large and small equipment. The childminder covers all areas of learning and she bases activities on children's interests and what they already know. She assesses children's development accurately. However, she does not always use the information well enough to maximise children's learning.

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need to do better?

n The childminder supports children's speech development especially well. Children benefit greatly from many rich experiences, such as observing unusual minibeasts and building dens in the wood. These experiences introduce them to new words and ideas, and spark interesting conversations. Children attend a weekly music group, sing nursery rhymes and enjoy listening to stories, which all help develop their language. n The childminder knows the children well. She talks to parents about children's needs and interests and builds her routine around these. She responds promptly to children, such as recognising when they need to rest or are feeling unwell. She works closely with parents, so they share a consistent approach, for example, to introducing toilet training or managing behaviour. n Children have good opportunities to make choices and lead their own play and learning. The childminder organises her home effectively to encourage children

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need to do better?

to follow their interests and select toys and resources independently. Children can easily find and reach what they need, and they keenly develop their own ideas. n The childminder interacts skilfully with children, adapting activities for children of different ages and abilities. For example, during a craft activity she encourages the oldest children to choose materials for the different parts of the picture, while she supports toddlers to explore the different textures. n Children have many opportunities to meet with other children and adults. For

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need to do better?

10 September 2019 example, the childminder regularly takes them to a playgroup and places of interest within the local community. This helps develop their social skills and confidence in different environments, which prepares them well for starting school. n The childminder completes required training so that her knowledge of safeguarding and first aid is up to date. However, she has concentrated less in recent years on developing her understanding of how children learn and develop, to enable her to support their learning even more effectively. For example, she sometimes misses spontaneous learning opportunities to extend children's mathematical understanding. n The childminder keeps a close check on children's development. She quickly spots any children who are making slower progress than expected, and works with parents and other professionals to help them catch up. n Through regularly observing children's play, the childminder identifies the next

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need to do better?

steps that children need to make in their learning. However, her planning is not focused sharply enough on precisely what children need to learn next, to help them make the progress of which they are capable.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder recognises the signs that a child may be at risk of harm and she knows how to record and report her concerns. Her home and garden are secure, and she carries out routine checks to identify any potential hazards. She helps children to recognise risks, so they learn to manage these safely. For example, a toddler waits to hold the childminder's hand before coming down the garden steps.

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should:

n place a sharper focus on planning more precisely for children's next steps in learning, to consistently help them make the progress of which they are capable n use professional development opportunities to improve teaching skills even further to maximise children's learning.

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Setting details

Unique reference number EY404495 Local authority Wiltshire Inspection number 10066848 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 0 to 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 9 December 2015

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Information about this early years setting

The childminder registered in 2009. She lives in Lockeridge, Wiltshire. She operates her service all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector viewed the premises, toys and equipment used by the children and discussed how the childminder uses these to support children's care and learning. n The inspector spoke with the childminder and children at appropriate times and assessed the quality of the childminder's teaching and its impact on children's learning. n The inspector sampled documentation, including qualification certificates, safeguarding procedures and children's records. n The inspector took account of parents' views from written feedback. n The inspector and the childminder discussed a planned activity.

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Inspection activities

10 September 2019 We carried out this inspection 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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Inspection activities

10 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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