Childminder in Isle of Wight

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy, confident and settled. When they feel unsure, such as when they meet new people, they seek reassurance from the warm and loving childminder. This helps them feel safe and secure. Children behave well and listen to instructions from the childminder. For example, when they have minor conflicts with each other, the childminder helps children understand the need to have 'gentle hands'. Children then give each other cuddles to make the other feel better. They make good progress with their development and the childminder has high expectations of them. Children love to curl up and read with the childminder. They have favourite books which they ask to read often, such as 'The Very Hungry Caterpillar'. Children are inquisitive and keen to learn. They beam in delight when they succeed at their own personal challenges. For example, very young children learn to climb up onto the foot stool and giggle in delight as they stand up. They

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The provision is good

receive praise and encouragement for their efforts. Children begin to learn to work together with support from the childminder. For example, children enjoy building towers together and then knocking them down.

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need to do better?

n The childminder does have an understanding of what she would like children to learn overall as part of the curriculum. However, she does not make use of professional development effectively to support this. This does not help to strengthen her knowledge of the curriculum intentions and to help raise the quality of education even further. The childminder, however, does undertake all mandatory training, such as paediatric first aid. n The childminder has a clear knowledge of what the children can do. She plans the precise next steps to support children's learning at that moment in time. For example, she plans to provide lots of opportunities to develop physical skills for very young children who are just learning how to walk. n Children regularly go on outings to explore the local community, where they have the opportunities to learn about the world around them. They learn about different jobs as they go out and about. For example, they talk to the postman

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need to do better?

as they meet them on their walk. Children show curiosity about the natural world as they walk through the local woods. They learn how to safely look at the stream at the bottom of the garden. n The childminder communicates with parents effectively. They comment positively on the strong communication between themselves and the childminder. The childminder shares updates on children's learning and development with them. n At times, the childminder supports children to develop independence skills. For example, children learn how to open food packets at snack time using a pinching fingers movement. However, children do not learn how to attend their own

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need to do better?

23 March 2022 personal hygiene needs. For example, children do not learn how to wipe their own noses. n The childminder encourages children to follow healthy lifestyles. She works in partnership with parents to provide support with lunchboxes. The childminder provides opportunities for children to learn about different types of food. For example, children read books about the different colours of fruit and vegetables. n Children develop their physical skills as they move in a range of ways. For example, very young children move with increasing confidence as they learn to walk. Young children squat with steadiness as they pick up a ball and roll it further. n Children learn to look after their teeth as they play with model teeth and toothbrushes. They share their knowledge on when to brush their teeth excitedly with everyone. The childminder models how to brush their teeth well. n Children learn new words quickly and are keen to use them in conversation.

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need to do better?

They understand the value of their voice to share their thoughts, ideas and feelings. Very young children make their voices heard and their intentions clear. They often use gestures to share their thoughts. For example, very young children get the childminder her boots to indicate they would like to go outside.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs and symptoms that may indicate that a child is at risk from harm. She knows how to report concerns about a child's safety to the local safeguarding partnership. This includes what to do if there is an allegation against herself or a household member. The childminder understands the importance of ensuring she keeps herself up to date with the latest safeguarding practice. She has a good understanding of wider issues such as county lines. The childminder regularly risk assesses the environment to make sure it is safe for children.

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should:

n engage in targeted professional development to strengthen knowledge of the curriculum, to raise the quality of teaching to the highest level n develop children's understanding of personal hygiene to help them manage their own hygiene needs.

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Setting details

Unique reference number EY348209 Local authority Isle of Wight Inspection number 10073857 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 17 Date of previous inspection 13 April 2016

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Information about this early years setting

The childminder registered in 2007. She lives in Binstead, near Ryde, on the Isle of Wight. The childminder operates her service Monday to Thursday, from 8am to 5pm, all year round. The childminder holds an appropriate childminding qualification.

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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 provider and has taken that into account in their evaluation of the childminder. n The childminder discussed her curriculum intentions with the inspector during the learning walk. n Parents shared their views with the inspector through written questionnaires provided by the childminder. n The childminder and the inspector discussed their observations of the children together. n The inspector observed the childminder and children throughout the day. n The inspector sampled relevant documents.

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Inspection activities

23 March 2022 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

23 March 2022 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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