Kelly-Ann Fusco

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 are very happy, relaxed and well behaved in the setting, sharing toys and playing together well. They clearly have a lovely relationship with the childminder and with each other. They enjoy the childminder's company, seeking her out to read them books and request specific activities. The childminder follows children's lead, allowing them to choose what they would like to do from a wide range of activities and toys. For example, the children request to do painting, so the childminder gets out what they need, describing what she is doing as she goes. The childminder supports children's language development, labelling objects and repeating words with the correct pronunciation, where needed. She has high expectations of the children, encouraging them to be independent. For example, young children wash and dry their own hands, with encouragement from the childminder. Since the COVID-19 (coronavirus) pandemic began, the childminder

p.2

The provision is good

now has additional health and safety measures in place. Parents no longer enter the setting, dropping and collecting children at the door. The childminder ensures she still has good communication with parents by sending home daily diaries, chatting about the children's day outside the setting, and making herself available for phone calls in the evening, if needed.

p.2

need to do better?

n Children are well cared for by the childminder. She knows them well, and what they need in order to make progress in their learning. She follows children's ideas as they play. For example, children bring her a book on the sea to read. They discuss the names of the sea creatures and their various traits, such as the 'grabby' crab. The children then get out the sea puzzle and complete this together. Children are animated and enthusiastic during this activity. n Activities are planned based on what the childminder knows interests the children. For example, they do sticking and painting activities based on a popular book, to help children to learn their colours and numbers. Children enjoy these activities. However, sometimes the childminder does not adapt the activity sufficiently to take into account the different ages and understanding of the children. n Children's behaviour is good. They play well together, waiting for their turn

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need to do better?

when playing games and sharing musical instruments. When they do struggle to share, the childminder gently steps in and either gets out more resources or reminds them to share when ready. They listen to and follow instructions from the childminder. For example, they put aprons on before painting, when the childminder asks them to. n Children's self-esteem is well promoted and supported. When the childminder praises children for lovely pictures, music making and nice sharing, they smile. n The childminder promotes children's language development well. Children sing

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need to do better?

19 May 2021 and enthusiastically play along with nursery rhymes, and are helped to develop their vocabulary. For example, when they are looking at fruit, children say 'watermelon' and the childminder says, 'Yes, juicy watermelon.' n Partnership with parents is generally good. Parents are kept informed of day-to- day events at the setting and generally know how their child is progressing. However, the childminder does not consistently share the children's learning summaries and next areas to develop, so parents do not always know how they can continue to support their child's learning at home. n The childminder makes the most of spontaneous activities to promote children's mathematical skills. For example, children approach her with two cars and count with her 'one, two' when playing. n The childminder teaches children about 'understanding the world' and being creative well. For example, children are excited to learn about changes that

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need to do better?

happen in nature. They look at books to see how a caterpillar turns into a butterfly. They mix colours when painting, learning that yellow and blue make green, and many colours mixed together make brown. n Children develop an awareness of cultures and traditions. For example, families share with the childminder the festivals and special days they celebrate at home, which she explores with children in the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of safeguarding and child protection procedures. She knows the symptoms to look for that may be a cause for concern. Children know what to do in case of a fire emergency as they practise safe fire evacuation procedures. Suitability checks are completed for all people over 16 years old living in the house, and first-aid training is up to date. Children are very safe in the childminder's care.

p.3

should:

n share information about children consistently in ways that help others to support what children need to learn and develop n make sure that planned activities are appropriate and flexible enough for the ways in which children like to play and learn.

p.3

Setting details

Unique reference number EY558403 Local authority Wiltshire Inspection number 10190175 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Royal Wootton Bassett, in Wiltshire. The childminder offers care from 7am to 5pm, Monday to Friday, all year round.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed children's progress. n The inspector and the childminder discussed the strengths and areas for improvement of an activity. n The inspector spoke to parents to find out their views on the setting. n Children and the childminder were observed interacting and learning together by the inspector.

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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 May 2021 19 May 2021 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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