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 Not applicable

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The provision is good

Children arrive happy and eager to play. They form secure relationships with the childminder, who has a warm and nurturing personality. Children feel safe and secure in the childminder's care. They laugh and giggle as they play alongside each other. Children make their own choices about what they want to play with. They communicate confidently with one another. For example, while playing with the toy dinosaurs, children discuss the different dinosaur names, such as 'triceratops' and 'tyrannosaurus rex'.

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The provision is good

Children love being outside. They show good physical skills as they race around on balance bicycles. The childminder supports listening skills by giving instructions such as 'freeze' and 'go'. Children laugh and giggle as they stop and start. The children build a 'dinosaur world', using a range of natural resources. They pick up heavy logs and scoop up the soil with a spoon, which develops their fine and gross motor skills. The childminder extends children's learning through positive interactions and supports their explorations. For example, she demonstrates how to use a seashell to scoop up the soil. This sparks curiosity, and the children begin testing other materials to see if they can also be used to scoop up the soil.

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need to do better?

n The childminder uses observation and information provided by the parents to gain an understanding of what children already know. This enables her to plan activities and provide resources that extend children's learning and supports them to achieve their next steps. The childminder reflects on what she does with the children and adapts the activities and experiences that she provides to further support children's learning. n Children's communication and language skills are good. They show they are confident to talk to others. The childminder supports language development by repeating words back to the children correctly and extending their vocabulary with new words. For example, children point to a woodlouse and say that it is a spider. The childminder explains that it is a woodlouse, and they discuss the similarities and differences between the two creatures. n The childminder knows the importance of children understanding the world

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need to do better?

around them. They regularly visit the local allotment and woods. In the woods, the children learn about fire safety as they sit around a fire and drink hot chocolate. They rest in hammocks and listen out for different sounds, such as birds and animals. While at the allotment, children have opportunities to grow fruit and vegetables. They experience the whole cycle of growing strawberries. They know that when strawberries are red, they are ready to eat. n Children use mathematical language and concepts in play. When lifting a log, the children tell the childminder that it is 'big', 'heavy' and 'long'. Children know how

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need to do better?

6 June 2022 to recognise numbers and use counting during their play. While in the garden, the children collect little snail shells. They count them as they go. The childminder provides letters and numbers within the environment to support children's learning. n The childminder enables children to become independent. She supports children by allowing them adequate time to do things for themselves. They are encouraged to tidy away the toys and lunch boxes. When getting ready for the garden, the childminder discusses the weather with the children. She allows them to make their own choices on which shoes to wear and if they need a coat. For example, while getting ready, the children decide that it is too hot so they do not need a jacket. This empowers children, which builds their confidence and self-esteem. n The childminder is a good role model. She gives the children gentle reminders of their manners and the house rules, such as not jumping on the sofa because it is

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need to do better?

not safe. Older children play well together. They engage others in their play and share ideas. However, when dealing with conflicts over toys, the childminder misses key opportunities to support children's understanding of how their behaviour can affect others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in her responsibility to safeguard children from the risk of harm. She is aware of all safeguarding procedures, such as reporting concerns about a child. The childminder is able to name the different types of abuse. She is clear on how to identify the signs and symptoms of abuse. The childminder is aware of her duty to report any allegations made against her or a member of her family. She ensures that the environment is safe and secure. The childminder undertakes regular checks of all areas used by the children, such as the woods and the allotment.

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should:

n support younger children to understand how their behaviour can affect others, to help them to manage their feelings and behaviours effectively.

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Setting details

Unique reference number 2538038 Local authority Wiltshire Inspection number 10231996 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 8 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Larkhill, near Salisbury. She operates all year round from 8am to 6pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the setting. n The inspector and the childminder had a learning walk and discussed the provision and the curriculum. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed an activity being carried out by the childminder. n The inspector held a meeting with the childminder to discuss how she evaluates the provision. n The inspector looked at relevant documentation, including the childminder's first- aid and Disclosure and Barring Service certificates. n Children spoke and engaged with the inspector during the inspection.

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Inspection activities

6 June 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

6 June 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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