Childminder EY546572

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 form strong bonds with the childminder and show they have good relationships with her. They show they feel secure as they confidently request she reads them a story, ask for songs and activities and invite her into their play. The childminder listens to, and values, the children's choices, and this helps them develop high levels of confidence and self-esteem. For example, children choose the songs they want to sing and the music they want to dance to. Children display positive attitudes towards their learning. They concentrate on their activities and have regular conversations and discussions with the childminder. For example, when reading stories together, children talk about the pictures and then make up their own stories about when 'the aliens took their teeth'.

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The provision is good

The childminder knows the children well and has high expectations of them. She encourages them to be kind to their friends from a young age. Young children learn to ask their friends if they can have a turn with a toy, or to pat them to say sorry if they accidentally bump into them. Children have regular opportunities to explore their local community. They visit toddler groups and a local cake sale at the village hall. This enables them to develop their social skills with people of varying ages. Children develop some key skills for the next stage in their learning.

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need to do better?

n The childminder checks children's progress regularly. She identifies any gaps in learning quickly and puts in place specific support to help children catch up. She organises interesting activities to help children reach their individual next steps in learning. Children make good progress from their individual starting points. n Children develop good early mathematical skills. The childminder weaves this into the children's play and routines. For example, she encourages children to talk about the 'stripy' and 'spotty' patterns on the pictures in the storybook, to count their fingers and compare the shapes of their sandwiches. n Children play in a language-rich environment where they become confident communicators. Following communication and language training, the childminder now repeats what the children say correctly back to them. This helps children develop even more confidence to talk, regardless of their ability.

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need to do better?

Occasionally, the childminder does not give children the time to think and respond to the questions she asks, before asking the next one. n The childminder evaluates her practice well and has made changes that have benefited the children. For example, she has reorganised her garden to include a mud kitchen, sand pit and messy tray area. This means children have more opportunities to use their imagination, develop mathematical skills and explore natural materials using their senses. n The childminder has developed good partnerships with parents. She gives them

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need to do better?

1 October 2019 regular feedback about their children's day verbally and using an online system. She works with parents to encourage them to support their children's development at home, for instance potty training. Parents report their children are happy and enjoy the activities on offer. The childminder liaises with other settings children attend to promote continuity in their learning. n Children learn to talk about their emotions and how to manage these. For example, the childminder encourages them to talk about the 'sad' facial expressions of a character in a story. They offer solutions to make the character 'happy', for example by asking, 'Please do you want to play with me?'. Children learn to respect the feelings of others. n The childminder encourages children to learn about healthy lifestyles and to become independent. For example, children cut up their fruit at snack and drink from cups. The childminder talks to them about the benefits of eating nutritious

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need to do better?

foods and they know that certain foods make them 'grow strong'. Children have regular opportunities for physical exercise and fresh air. n Children have lots of opportunities to be creative and use their imaginations. For example, they enjoy playing with the characters of a favourite television programme and making up stories. However, when creating their own models, children are not always encouraged to design them with a purpose from a wide range of materials.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has created a safe environment for the children to play. She has a good knowledge of child protection and wider safeguarding issues. She is confident in her knowledge of the procedures to follow if concerned about a child's welfare or if an allegation is made. The childminder has up-to-date contacts for the relevant agencies she may need to liaise with.

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should:

n give children more time to think and respond to questions asked, to encourage their language even further n encourage children to use a wider range of materials to design and construct with a purpose in mind.

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Setting details

Unique reference number EY546572 Local authority Wiltshire Inspection number 10103644 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 4 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in May 2017. She lives in Ashton Keynes, Wiltshire. The childminder offers care Monday to Friday, from 7.30am to 6pm, all year round, except for one week at Christmas. The childminder holds a relevant childcare qualification at level 3. She receives funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

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

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Inspection activities

1 October 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

1 October 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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