Perry, Karen Susan

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

p.1

The provision is good

Children demonstrate they have formed good relationships with the childminder and the other children. They play well together and cooperate when folding up the mat or putting the toys away. Children show interest in the toys and activities and concentrate well. They ask to make another collage when they have finished the first. When making their collages, they spend time choosing the materials they wish to use and talk about the textures, colours and shapes.

p.2

The provision is good

Children show they feel happy and safe in the childminder's home. They confidently request activities and ask for help when needed. Children initiate conversations with the childminder, knowing she listens to them and responds. They involve the other children in their play, including the younger ones, and talk to them and remind them to wait their turn.

p.2

The provision is good

The COVID-19 (coronavirus) pandemic has not had an impact on the childminder's partnerships with parents as she has cared for the children throughout this time. Although parents do not currently enter the house, they have continued to have daily discussions outside when they drop off and pick up their children. Parents report that the childminder informs them of their child's routine and development. They state that their children have grown in confidence, that their language has flourished and that they enjoy going to the childminder's home.

p.2

need to do better?

n The childminder has made improvements since the last inspection and has attended training and received some support from the local authority. The childminder carries out the required progress check for children aged between two and three years and shares this with parents. The childminder knows the children well and can talk about how she uses her routines and activities to help them make good progress through the areas of learning, including those children who are in receipt of funded early education. n The childminder supports children's personal and social development effectively. She teaches the children how to share and take turns and to negotiate when they want the same toy. When all children want to help tidy away the toy bears, she reminds them to put the pot in the middle so that they can all reach and help. When they all want the same puzzle, she reminds them to have a turn each and asks them to find a different one while they wait. The childminder uses

p.2

need to do better?

lots of praise to help children understand when they are following good social boundaries and showing respect to their friends. n Children's behaviour is very good. They remind one another of the rules. Children are polite and well mannered. When asking another child to pass them some feathers, children say 'please' and 'thank you' without being prompted.

p.2

need to do better?

30 June 2021 n The childminder encourages children's creative development well overall. She talks to the children as they make their pictures and introduces new words to describe the textures, such as 'fluffy' and 'polystyrene'. However, she does not encourage the children to talk about and describe what they are creating, to fully support their imaginations. n The childminder responds well to children's interests and helps them to gain new knowledge. When children became curious about what is under their skin, the childminder purchased some foam boards that show the skeleton and organs in the body. She uses these to help children learn about how their bodies function. n Children speak with confidence and engage in conversations with the childminder and one another. The childminder listens to what the children say and asks them questions which encourage them to recall past experiences. The childminder sings songs with the children and reads stories with them. They

p.2

need to do better?

make good progress with their communication and language skills. However, the childminder does not make the most of opportunities to encourage children's early writing skills in readiness for school. n Children have plenty of outdoor play. They balance and climb on the logs, run around and develop their physical skills. Children explore the environment. They collect natural resources, grow plants and hunt for bugs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has improved her knowledge of wider safeguarding issues. She is confident in her knowledge of child protection issues and the procedures she would follow in the event of an allegation. She follows safe practices with regard to the use of the internet and mobile phones. The childminder checks the premises for risks to children and supervises them well. She helps children to learn the importance of keeping safe. For example, she reminds them to sit on their bottoms when they sit on the chair to eat their lunch.

p.3

should:

n encourage children to talk about their creations, to further support their imaginations and creative ideas n increase opportunities for children to practise their early writing skills.

p.3

Setting details

Unique reference number EY304758 Local authority Wiltshire Inspection number 10107539 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 3 Date of previous inspection 7 May 2019

p.4

Information about this early years setting

The childminder registered in 2005 and lives in Tidworth, Hampshire. She operates all year round from 7.30am to 5pm, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector read written feedback from parents and spoke to the childminder and the children at appropriate times throughout the inspection. n The childminder discussed with the inspector how she promotes the children's learning. She carried out an activity with the children and, together with the inspector, evaluated the impact of this on children's learning. n The inspector observed the childminder's interactions with the children and the impact of these on their learning. She viewed the areas of the premises used for childminding. n The inspector viewed some documentation, including training certificates, accident records and registers of children's attendance.

p.4

Inspection activities

30 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.

p.4

Inspection activities

30 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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