Childminder EY311659

Overall effectiveness Good

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

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The provision is good

Children are happy and secure in the care of the childminder and her assistant. They arrive happily and are content to leave their parents. The childminder and her assistant have developed strong bonds with the children and children show that they feel emotionally secure. They invite the childminder and her assistant into their play and enjoy their company.

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The provision is good

The childminder and her assistant have a good understanding of how children learn. They plan enjoyable, engaging activities that support children to move forward in their development. They track the progress children are making and use this information to support their planning. Partnerships with parents are good. They speak highly of the childminder and her assistant and the care they provide. The childminder and her assistant provide children with healthy, nutritious snacks and meals, and work closely with parents to give them ideas for healthy packed lunches. This supports children's health and well-being effectively. The childminder has developed close partnerships with other settings children attend. For example, she shares her assessments with the setting and talks with them about children's individual needs and personalities. This has helped children to settle into a new setting and promotes continuity in care and learning.

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need to do better?

n The childminder and her assistant promote older children's mathematical development well. For instance, children show confidence as they build towers, using the correct amount of blocks to represent the correct number from one to five, using number cards. The childminder and her assistant notice when children need further challenge and adapt activities to extend learning. The childminder's assistant turns the number cards upside down and children turn them over, identify the number and then put them in the correct order. n The childminder talks with her assistant regularly and they evaluate the provision well. For instance, they have recently changed the layout of their room to give babies their own space within the playroom. However, the arrangements for mentoring and developing her assistant's practice are not robust enough to help identify areas to further improve, including areas she is not as strong on,

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need to do better?

such as her knowledge of wider safeguarding issues. n Children benefit from a range of outings with the childminder and her assistant. They visit local parks, where they develop their large-muscle skills and attend, a weekly toddler group where children socialise in bigger groups. They also take part in physical activities, such as dancing and yoga sessions. n The childminder and her assistant have strategies in place to support children who are learning English as an additional language. They use key words in the child's home language and write words alongside English words during activities.

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need to do better?

18 December 2019 For instance, poems written on the Christmas tree are also written in the children's home language. Older children notice this and are intrigued to know what it says. n The childminder reflects on her practice and the activities she provides. However, her professional development has not been focused enough on developing her teaching skills, to allow her to maintain the quality of teaching and learning at the highest level. n The childminder provides support for children's language development. She regularly reads books to the children. Younger children show good listening and attentions skills as they listen to stories and take pleasure in joining in with key phrases and pointing to the pictures. n Children are making good progress in their learning and development. The childminder and her assistant are supporting children to learn key skills that will support them with their move on to school. For example, older children are

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need to do better?

highly independent and can confidently put on their shoes and coats. Younger children are supported to develop a can-do attitude and try hard to put on their shoes to go outside.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibility to ensure children's safety. Overall, the childminder's assistant has good safeguarding knowledge. They know the possible signs to be aware of that could indicate a child is at risk of harm. The childminder and her assistant know the correct procedure to follow if an allegation was to be made against each other or a member of the childminder's family. Children are supervised constantly, and the environment is checked daily to identify and eliminate any risks. Children are supported to learn about risks and are shown how to come down the stairs safely.

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should:

n provide assistants with more supervision, coaching and training, especially in relation to enhancing wider safeguarding knowledge further n extend the use of further training opportunities to strengthen existing knowledge and teaching skills further.

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Setting details

Unique reference number EY311659 Local authority Wiltshire Inspection number 10125584 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 9 Total number of places 12 Number of children on roll 17 Date of previous inspection 25 July 2014

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Information about this early years setting

The childminder registered in 2005. She lives in Calne, Wiltshire. The childminder operates on Monday to Thursday from 7.30am to 6pm and on Friday from 7.30am to 9am, all year round. She holds a relevant early years qualification at level 5 and works with an assistant. She offers funded early education to two-, three- and four year-old children.

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Inspection activities

n The childminder and the inspector viewed and discussed the layout of the areas she uses for childminding and how the childminder implements the curriculum to promote children's learning. n The inspector observed the interactions between the childminder, assistant and children and considered the impact on children's learning. n The inspector completed a joint evaluation of an activity with the childminder and her assistant. n The inspector spoke with children, the childminder and her assistant at appropriate times during the inspection. n Parents provided written feedback for the inspector to take account of and the inspector spoke to parents on the day of the inspection. n The inspector sampled a range of relevant documentation, including policies, attendance registers and children's learning records.

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Inspection activities

18 December 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

18 December 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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