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 Good

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The provision is good

Children enjoy spending time with the childminder in her welcoming and safe home. The childminder is sensitive to children's needs, for instance recognising when a child is getting cold and is ready to come home from the park. The good range of toys and resources are well organised and easily accessible, allowing children to make choices and follow their interests. For example, younger children enjoy pretending to be on the bus. They chatter and play very imaginatively. Older children play with dolls, developing a complex story. Children become fluent speakers. They play very cooperatively and are kind and polite. The childminder helps them to resolve minor conflicts themselves. They manage this well, for example when a child explains to a little one that they must ask first before playing with someone else's special toy. Children are absorbed in their play. For example, as they play with construction bricks, the childminder encourages them to describe

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The provision is good

what they are doing. She provides challenge for the different abilities. For example, she helps the younger ones learn and sort different colours. She encourages older children to build creatively as she asks searching questions. For instance, they make an 'air freshener'. The childminder asks how it works, so they think before adding an 'on button'.

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need to do better?

n The childminder gathers information from parents to quickly establish children's starting points. She plans activities to support all areas of children's development that build their knowledge and skills. For example, children regularly visit a building site then use their growing understanding to play with construction toys. They look at books to deepen their knowledge further. n The childminder accurately assesses children's progress and quickly spots those at risk of falling behind. She makes sure these children receive the support they need to help catch up. She carefully notes what children can do and say and identifies precisely what they need to learn next. She shares this information with parents, which helps them to support their children's learning at home. n The childminder uses clear, simple language to help develop children's speech well. She reads stories every day and introduces many new words, such as

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need to do better?

'cardigan' and 'flamingo', explaining what they mean. She uses gestures to help younger children understand, For example she spreads her arms wide as she reads the words 'a very big coat'. Children enthusiastically learn many songs and nursery rhymes. n The childminder has good relationships with the local school. She asks the Reception teacher about how to best prepare children for starting school. She ensures children can manage self-care skills, such as putting away and finding their belongings, confidently. She takes children to school events to familiarise them with the school environment and finds out how school staff begin to teach

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need to do better?

19 February 2020 writing. She plans focused activities for older children to practise making marks. However, she does not use children's specific interests to encourage making marks in meaningful ways, especially for those who are reluctant to have a go. n Children learn about healthy lifestyles. The childminder researches nutrition and portion sizes for children and provides balanced healthy meals and snacks. Children have interesting conversations about what food they like and if it is healthy. They know when to wash their hands and manage this well. n While children learn to manage their personal care well, they do not always help with tasks that would develop their independence further, such as sweeping up spills, cleaning the table and helping prepare snacks. n Children learn about their community, for instance on walks around the village or visiting the library or garden centre, where they enjoy counting the fish. They

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need to do better?

learn about wider communities, for example through stories and celebrating different festivals. They talk about similarities and differences and what makes each person unique. The childminder praises children's efforts and values their ideas. Children feel good about themselves and are proud of their achievements. n The childminder completes required training, such as keeping her first-aid certificate up to date. She has concentrated less on developing her teaching skills. For example, she is less sure of how she can best support children's specific patterns of play and older children's early literacy skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder clearly understands her role to keep children safe. She knows what to do if she has concerns. She keeps fully up to date by attending safeguarding training and by researching broader issues, such as the risk of children being drawn into extreme views. The childminder is never complacent. She reads serious case reviews to give her a deeper insight into child protection and to remind her that 'it could happen anywhere'. She maintains a safe home and assesses risks on outings. She builds trusting relationships with children and parents, so they feel comfortable to talk to her about any worries at an early stage. Children learn to recognise danger and keep themselves safe, for instance walking safely near traffic.

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should:

n help children to be more independent, and to care for their environment, by encouraging them to help with small tasks n use professional development opportunities to enhance teaching skills and maximise children's learning, including early literacy skills.

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Setting details

Unique reference number EY447525 Local authority Wiltshire Inspection number 10075184 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 2 to 11 Total number of places 6 Number of children on roll 12 Date of previous inspection 20 July 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Pewsey, Wiltshire. She offers care from 7.30am to 6pm daily. The childminder receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n The inspector viewed the home, garden, toys and equipment used by the children and discussed how the childminder uses these to support children's care and learning. n The inspector accompanied the childminder and children on a walk to the park. Throughout the inspection, she observed the childminder interacting with children and assessed the quality of the childminder's teaching and its impact on children's learning and well-being. n The inspector sampled documentation, including training certificates, safeguarding procedures and children's records.

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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

19 February 2020 19 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

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

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