Fallaize, Jodie Ann

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 happy and secure in the childminder's care. They share warm and close relationships with the childminder and one another and make choices from a wide range of activities. Children enjoy daily activities outdoors, they visit the woods or play in the childminder's garden, where they develop good physical skills. They roll or kick a ball to one another and take it in turns in a ring tossing game. Children thrive in the language rich environment, engaging in meaningful conversations, hearing, and learning new words. The childminder uses praise and encouragement well to support children's self-esteem, so that they become confident and self assured.

p.2

The provision is good

Children behave well. They play harmoniously with one another, sharing resources and taking turns. The childminder acts as a good role model, supporting children appropriately and helping them to learn about kindness and respect.

p.2

The provision is good

Due to the COVID-19 (coronavirus) pandemic, the childminder has reduced the time parents are in the setting. However, she shares information with parents about their children's day and keeps them updated about their children's learning and progress using an electronic system.

p.2

need to do better?

n The childminder observes the children while they play and makes accurate assessments of their development. She uses this information effectively to plan and implement an interesting and broad curriculum to support children in making good progress in all areas of learning. n Partnerships with parents are strong. The childminder works effectively with parents to fully support children, such as helping children become toilet trained. Parents report positively about the childminder. They appreciate that their children feel secure with the childminder and are happy. They state that their children have come on 'leaps and bounds' since starting at the setting. n Children show good concentration skills. Younger children eagerly collect small, coloured bear figures in a pot and count with the childminder as they empty them out. n Children develop good communication and language skills. The childminder introduces new words, such as 'ladybird' and 'butterfly', to increase children's

p.2

need to do better?

vocabulary. The childminder skilfully engages them in conversation and reinforces their understanding as they look at photographs of ladybirds and butterflies. n The childminder regularly reflects on her practice and identifies areas for development. She has completed a taster session to learn about Makaton. This has ignited her interest in sign language as she recognises how this could help

p.2

need to do better?

14 September 2021 her to further support children's communication skills. n Occasionally, craft activities are not as well resourced as they could be, to encourage children's creativity and keep them fully engaged. n Children develop a good understanding of the importance of keeping healthy. The childminder talks to them about good hand washing. They sort foods into groups of healthy and not so healthy options and participate in fun activities, which teach them about good oral health. n Children are inquisitive learners and explore the childminder's home enthusiastically. They use their senses to investigate textures and resources. At times during the inspection, the playroom floor became overcrowded with toys. The childminder tidied the toys away and explained to the children why she was doing it. However, she did not actively encourage them to help her so that they begin to understand how to look after their environment and one another.

p.2

need to do better?

n Children have a love of books and stories. They sit close to the childminder, or on her lap, to listen to a story and talk about the pictures. While listening to the story they count, name colours, and talk about what the characters are doing. This builds on children's vocabulary and extends their learning and understanding. n The childminder has high expectations of children's behaviour. Children learn from a young age about sharing and taking turns. She acknowledges when children are kind and helpful towards one another, such as when children help one another to remove their shoes before going to play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibilities to keep children safe. She has good knowledge of child protection issues and can recognise the signs or symptoms, which may indicate a child is at risk of harm. She knows the correct reporting procedure to follow and has a good understanding about wider aspects of safeguarding, such as the 'Prevent' duty or county lines. The childminder risk assesses her home to ensure that it is safe and suitable for the children to play in. This helps to keep children safe.

p.3

should:

n encourage children more with tasks, such as tidying away the toys, to build further on their independence and develop an understanding of looking after the environment n extend opportunities for children to develop their creativity.

p.3

Setting details

Unique reference number EY563673 Local authority Wiltshire Inspection number 10191307 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 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Bulford, near Salisbury, Wiltshire. The childminder provides care for children for most of the year.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) 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 childminder and the inspector completed a learning walk together to discuss the childminder's intentions for the children's learning. n The inspector and the childminder observed the children engaged in activities and completed a follow-up discussion about children's learning and development. n The childminder shared written feedback from parents with the inspector. n The inspector talked to and interacted with the children during the inspection.

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Inspection activities

14 September 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

14 September 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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