Lamb Shirley

Overall effectiveness Good

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

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The provision is good

Children thrive in the childminder's nurturing care and form close attachments with her. She ensures that babies feel very secure before gently encouraging them to spend time away from her. The childminder is warm and fun, and all the children enjoy reassuring cuddles before returning to play. Children talk confidently about their friends and family and the childminder helps each child recognise what makes them special. Children are kind and thoughtful and the childminder warmly praises this positive behaviour. For example, on a walk, older children wait patiently while a toddler stops to examine a manhole cover.

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The provision is good

The childminder plans a wide and stimulating range of activities and outings that interest children, so they are eager to join in. One child commented, 'I love everything at Shirley's'. The childminder keeps a close check on children's learning so she can build on what each child already knows. For example, children spot familiar letters on street signs and later have a go at writing their own names. They hunt eagerly for the first signs of spring but after finding only a daffodil, they decide it must still be winter. They have many opportunities to learn about the world around them and progress well in all areas of their development. Children use a wide vocabulary as they chat fluently and have interesting conversations with the childminder.

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need to do better?

n The childminder has high expectations for all the children, including those who are learning English as an additional language. She joins in with children's play and, overall, she challenges different ages and abilities appropriately. For example, she counts raspberries as a toddler puts them in a bowl, and she encourages an older child to count on from 10 as the child adds more. n The childminder supports children's speech development well. She talks with children as they play, using clear and correct speech. She asks children interesting questions and gives them time to think and respond. She supports children learning English as an additional language especially well. She learns key words in their home language and sources dual language books to value their home language and help them communicate. n Although the childminder interacts well with children, she does not always use spontaneous opportunities to extend their learning to the highest level.

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need to do better?

Sometimes she does not encourage children to develop their own imaginative and creative ideas fully, for example by creating more complex story lines in their play, especially the older children. n The childminder works closely with parents, who comment very positively on the service she provides. She talks with them every day and shares regular written summaries of their child's progress. They value her experience and helpful

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need to do better?

5 February 2020 advice, for example about how to manage challenging behaviour at home. One parent writes, 'You encourage children to be empathetic, kind, unselfish and polite.' n Children learn about the importance of healthy living. They go on interesting outings, where they play energetically. For example, they visit local parks, running, climbing and rolling down slopes. They are strong and agile. The childminder provides children with healthy snacks and uses these everyday routines to teach them the importance of good hygiene, such as washing their hands before meals. n The childminder actively seeks to develop her skills and knowledge. She regularly completes training that she knows will benefit the children, such as how to motivate and inspire children to learn and how to support patterns of play that promote brain development. n Children learn a great deal about their community and the wider world through

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need to do better?

many interesting outings, such as visiting the museum and daring to peep at the rather frightening Salisbury giant. They visit the library and café and explore the deep dark wood to find a favourite story book character. They go on nature walks and bug hunts, making a 'journey string' to collect the items they find. These varied experiences give children much to talk about and an excellent vocabulary. n Children gain the skills they need for their future learning. They are confident talkers, highly independent and eager to learn. They follow instructions and listen attentively. They respond enthusiastically to familiar stories, songs and rhymes. They develop and use their growing understanding of mathematical ideas. For example, toddlers sort cars by colour, and older children use a tape measure to compare the lengths of their dolls.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge up to date through attending regular training and through her own research. She can confidently describe the signs and symptoms that indicate that a child may be at risk of harm. She has a good knowledge of her local safeguarding procedures and knows who to contact if she has any concerns. She teaches children very well to recognise and manage risks to keep themselves safe. They behave impeccably when walking by the road and know their own capabilities when climbing on challenging equipment.

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should:

n encourage children, especially the more able, to develop their ideas fully and so extend their learning to the highest level.

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Setting details

Unique reference number EY224615 Local authority Wiltshire Inspection number 10066829 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 to 11 Total number of places 6 Number of children on roll 9 Date of previous inspection 9 November 2015

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Information about this early years setting

The childminder registered in 2002. She lives in the Bishopdown area of Salisbury, in Wiltshire. The childminder receives funding to provide free early education for children aged two, three and four years. She provides care on weekdays from 8am to 6pm all year around. She holds an early years qualification at level 3.

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Inspection activities

n The inspector spoke with the childminder and the children and observed their interactions and the impact on children's learning. The inspector accompanied them on a walk and visit to the park. n The inspector took account of parents' views through written comments in a recent questionnaire. n The inspector checked the suitability documentation for the childminder and all other adults living in the home, along with qualifications and training certificates. n The inspector tracked children's progress, and sampled learning and developmental records. n The inspector viewed areas of the house and garden used for childminding.

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Inspection activities

5 February 2020 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

5 February 2020 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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