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 Requires improvement

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The provision is good

Children are settled and happy. They have a warm relationship with the childminder and enthusiastically join in with a range of engaging activities, such as matching different figures into groups and playing with picture dominoes. They focus well on what they are doing and show pride in their achievements. For example, they proudly show visitors the circles they have drawn. The childminder interacts well with children. She uses effective techniques to engage them fully in what they are doing and places a strong focus on encouraging their independence and sense of self-worth. She makes effective use of praise and encouragement to build children's self-esteem and confidence. She recognises their achievements such as when they manage the stairs without additional assistance.

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The provision is good

Children are well behaved. They willingly follow instructions and show good manners as they say, 'You're welcome' when the childminder thanks them. The childminder talks to them about their feelings and how to treat others which helps them to learn about respect.

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The provision is good

The childminder did not close during the COVID-19 (coronavirus) pandemic due to caring for the children of key workers. She helped older children with their school work and ensured that she adapted activities so that younger children could also benefit from them. Parents are still dropping children at the door due to the risk of infection. The childminder talks to them on arrival and departure and also uses social media to keep in touch.

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need to do better?

n The childminder knows children well and carefully tailors learning opportunities, which help them make good progress from their individual starting points. She recognises where children need extra support with their confidence and independence and takes positive steps to provide this. For example, when children want her to get the picture domino cards for them but then stretch out to do it themselves she gives them praise and says, 'You are doing an amazing job'. n The childminder supports children's developing communication skills effectively, encouraging them to talk and respond to her as they play and learn. She talks with them about things they have done in the past, such as going for a long walk in the woods, and the activities they are doing now. She asks questions designed to encourage children to take part in two-way conversations. Children confidently speak to visitors, showing them an animal picture domino and saying

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need to do better?

'penguins'. n Parents comment positively on the childminder's provision and how much they value the way in which she cares for, and teaches, their children. The

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need to do better?

10 June 2021 childminder seeks feedback from parents to help her identify ways in which she can improve her practice. She has adapted the way she communicates with parents to overcome the difficulties posed by COVID-19. For example, she now makes more use of social media to share information with them. n While the childminder is skilled at encouraging children to find their voice and learn to communicate, she does not take every opportunity to enhance their emerging speech and vocabulary. For example, she does not consistently correct children's pronunciation of words and, sometimes, introduces new words without encouraging them to have a go at pronouncing them. n The childminder mentors her assistant to help her widen her knowledge and skills. She observes her practice and gives her feedback about how she could develop it further. n The childminder does not work with parents as effectively as possible to find out

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need to do better?

additional information about children's learning at home and to ensure a more fully shared approach to supporting children's development. n Children relish learning about the natural world. They show great interest as they observe the baby frogs that have developed from frogspawn, which the childminder has kept in a tank so that they could observe the frog's life cycle in real time. The childminder also takes children to visit a neighbour's pond and to the local river to observe the wildlife. n The childminder builds successfully on what children already know and can do. For example, when they can confidently recognise colours she shows them what happens when you mix them together. Children respond with amazement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs that a child may be at possible risk of harm. She understands what to do if she is concerned about a child's welfare. She has been proactive about taking appropriate action in the past when she has been worried about a child. The childminder provides a safe environment for children and helps them learn about staying safe.

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should:

n build further on existing partnerships with parents, to ensure a more fully shared approach to children's learning n provide more consistent support for children's developing speech and vocabulary.

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Setting details

Unique reference number EY424909 Local authority Wiltshire Inspection number 10148788 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 27 February 2020

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Information about this early years setting

The childminder registered in 2011. She lives in the village of Bulford, near Salisbury in Wiltshire. The childminder receives funding to provide free early education for children aged two, three and four years. The childminder holds an early years qualification at level 3. Her childminding service is open on weekdays from 7.30am until 5pm all year except for family holidays.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The childminder explained what she intends children to learn and how she helps them to make progress. n The inspector observed children, both indoors and outside, and spoke to them about about what they enjoy doing. n The inspector observed an activity to assess the quality of teaching and discussed it with the childminder. n The childminder shared written feedback from parents with the inspector.

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Inspection activities

10 June 2021 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

10 June 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

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