Childminder in Wiltshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are extremely happy and settled in the childminder's care. They show they have formed secure attachments with the childminder and feel safe. For example, they confidently explore the toys and resources, knowing the childminder is there for them to seek reassurance if needed. Younger children change their tones of voices to get the childminder's attention and she quickly responds to them, offering them comfort, such as when they are wary of the visitor. Younger children show they are curious and want to explore the environment. They show delight when they look at themselves in the mirror and bang two objects together to the music.

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The provision is good

The childminder organises a wide range of activities based on children's individual interests and needs. She organises outings for them so that all children have access to varied and interesting opportunities. For example, children have trips out to local toddler groups and a residential care home. This helps them to develop confidence in social settings with different age groups. Children enjoy story time at the library and develop a love of books at a young age. They visit a local museum, where they have interactive opportunities to broaden their experiences. This helps younger children to acquire the skills they will need for their future education.

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need to do better?

n The childminder reflects on her practice and carefully evaluates what she does and how she can improve her practice. For example, she recently introduced sand timers to help children share the resources. This has enabled them to take responsibility for their behaviour and learn to take turns with their friends. n The childminder keeps up to date with her professional development. For example, she has attended some online courses. Following a recent creative course, she now ensures children have time to explore the craft materials and does not expect an end product. However, at times, opportunities for children to use all their senses to explore various textures are limited. n Partnerships with parents are good. Parents report that the childminder keeps them well informed about their children's daily routines and all aspects of their development. They particularly appreciate receiving regular photographs of their

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need to do better?

children engaged in activities during the day, information about the early years foundation stage and how they can support learning at home. Parents are involved in their children's development. n The childminder assesses children's starting points when they start to attend and their ongoing progress. She plans a wide range of activities based on their interests and needs to encourage them to reach their next steps and to help them to make good progress. n Younger children's language development is well supported, overall. The childminder introduces new vocabulary, such as 'crinkly' and 'crunch', and she

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need to do better?

30 September 2019 talks to the children about what they are doing. Younger children regularly listen to and attempt to join in with nursery rhymes and songs. However, occasionally, the childminder does not give them time to respond to what she says, before talking about something else. n Children have regular opportunities to enjoy fresh air and outdoor play. The childminder has created a well-organised outdoor environment where children can explore and experiment. For example, they see what happens when they roll balls down the different slopes of guttering, push objects through tubes and float boats through the canal. n The childminder follows children's home routines closely to support their emotional well-being. She encourages independence at a young age. For example, younger children eat their healthy snack by themselves and drink from their lidded cup with adult support. n The childminder encourages children to learn to respect others from a young

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need to do better?

age. For example, she offers to help them hold the tower another child is building so they can finish it without getting upset, before they allow the younger children to knock it down. n Younger children show delight in their achievements and pride in what they can do. For example, when knocking a tower down, they smile and babble excitedly. They demonstrate a positive attitude towards their learning. n The childminder works closely with practitioners at other settings children attend, such as the local school, to share information and pass it on to parents. She works closely with them and the parents to promote consistency in children's learning and care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a sound knowledge of child protection and wider safeguarding issues. She knows who to contact if she has concerns about a child's welfare or if an allegation is made. The childminder shares her child protection responsibilities with parents and makes sure they are informed of her social media site and how she protects their children. The premises are safe and secure, and children play in safety.

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should:

n give children more time to think and respond to what is being said, before moving on to the next subject n enhance opportunities for children to use all their senses to explore a range of media and materials.

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Setting details

Unique reference number EY548141 Local authority Wiltshire Inspection number 10105909 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 4 Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Calne, Wiltshire. She operates during term time from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a qualified teacher.

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Inspection activities

n The inspector observed the childminder interacting with children and assessed the impact this has on their learning. n The inspector observed an activity and had a discussion with the childminder about her evaluation of this. n The inspector viewed some documentation, including qualification and training certificates, suitability checks, children's records and policies. n The inspector talked to the childminder and the children at appropriate times during the inspection. n The inspector read written feedback from parents and took account of their views.

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Inspection activities

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

30 September 2019 30 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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