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 Outstanding

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The provision is good

The children are excited to spend time with the childminder. They happily walk into the room and quickly settle into the caring, welcoming environment. The childminder links well with parents, finding out all about children's routines, needs and interests when they start, which helps new children to settle quickly. The children behave well and enjoy playing with and alongside each other. The childminder resolves any small problems quickly in a calm manner, such as gently reminding children to share. Children are making good progress in their learning and development. The childminder gets on the floor and joins in, teaching them through their play. She talks with them, providing them with new words and repeating what they said to clarify their understanding and the correct pronunciation of words. This supports children's communication and language effectively. She really knows the children well and provides resources for their

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The provision is good

interests. For example, children love puzzles so she ensures she has a range that they can choose themselves, to provide challenge for the different age groups. The childminder evaluates her setting well, making changes where needed to benefit the children.

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need to do better?

n Partnerships with parents are good. Parents love how happy and excited their children are to come to the setting, and how much they are learning. The childminder keeps them up to date through regular conversations, photos and updates. She helps them to support their children's learning at home. For example, she provides resources and books that parents can take home and use with their child. n The childminder supports children to form relationships and respect each other. For example, when older children keep knocking down the babies' block towers, the childminder reminds them to give the babies a turn, and helps them to engage in another activity. n The childminder encourages children's love of books. She uses toys to bring stories to life, and asks children to join in with repeated words. However, at times, she chooses stories that are too long for the youngest children, and they quickly lose interest.

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need to do better?

n Children learn how to keep healthy. The childminder supports them to wash their hands before eating, and gives them disposable towels to dry their hands. She talks with the children about the healthy food in their lunchbox, as they eat their fruit. Children go outside for exercise and physical play, but there are not always enough opportunities for those who prefer to learn outside. n The childminder keeps children safe and well. She carries out risk assessments for regular trips, and carries out fire evacuation drills with the children. She cleans tables and highchairs before the children eat, and follows hygienic nappy

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need to do better?

26 February 2020 changes practices. n Children learn early mathematics skills effectively, in interesting ways. For example, the childminder puts numbers on toy cars and parking spaces, using children's love of cars to support their number learning. n Children independently choose activities from a wide range of toys, based on their interests. The childminder regularly evaluates her provision to ensure it reflects her children's needs and interests. For example, children can now freely practise their early mark-making skills, as she has recently made a low chalkboard and bought a range of chalk, encouraging all children to engage in the activity. However, some of the resources and activities are not as well suited to the younger children. n The childminder supports children to learn about the differences in our world. She has different resources and books showing children from around the world, and celebrates various world festivals.

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need to do better?

n The childminder understands how children learn, and uses this information to support their development effectively. For example, when children struggle with holding a pencil when mark making, she offers them activities to strengthen the muscles in their hands. n Children are happy and the childminder supports their developing self-esteem. She praises their efforts with activities, and encourages the children to notice and celebrate each other's achievements. For example, when children proudly show her their construction, she praises their efforts and shares it with the other children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an excellent knowledge of safeguarding. She keeps her knowledge up to date by completing online courses and reading updates from the local authority. The childminder knows how to keep children safe, she is aware of the signs and symptoms to look for that may be a cause for concern. She has set procedures in place and knows who to contact if she has a concern. Appropriate suitability checks are completed on all members of the household and her first-aid certificate is up to date.

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should:

n improve planning to raise the quality of teaching in relation to adapting activities for the youngest children n provide regular opportunities for children who learn better outside.

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Setting details

Unique reference number EY218682 Local authority Wiltshire Inspection number 10125507 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 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 14 January 2015

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Information about this early years setting

The childminder registered in 2002 and lives in Westbury, Wiltshire. She operates five days a week from 8.30am to 5.30pm, all year round. The childminder holds a level 6 early years qualification.

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Inspection activities

n The childminder talked to the inspector about the play space, explaining why she had particular resources and activities available. n The inspector looked at relevant documentation, including paperwork showing the suitability of all household members, and training certificates. n The inspector spoke to parents and took into account their views on the setting. n The inspector observed the childminder interacting with the children, and discussed the impact of particular activities.

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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

26 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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