Childminder in Wiltshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are very happy and settled in the childminder's care. They engage in lots of fun activities, which they explore with enthusiasm and excitement. Children thrive as they partake in exciting outings to the nearby lakes and woodlands. They visit a forest school provision where they learn new skills and gain essential knowledge to prepare them for their future success. Children are highly independent and self-confident. They have a strong sense of belonging as the childminder takes her lead from them, planning activities initiated by their interests. Children feel safe and secure, which helps to support their emotional well-being.

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The provision is good

Children learn to manage their feelings exceptionally well for themselves. They interact warmly with the childminder and one another, showing great kindness as they share resources or take turns in activities. Children demonstrate excellent social skills as the childminder provides a strong role model and teaches them about respect from an early age.

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The provision is good

During the COVID-19 pandemic, although the childminder closed her setting, she remained in contact with the families. For instance, she recorded story sessions for parents to access online and offered ideas for activities to help keep children engaged during the lockdown period.

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need to do better?

n Children benefit from a language-rich environment and develop a strong love of books and stories. During the inspection, the childminder engaged the children in a story about buttons. She gauged the story at the correct level for the age of the children. The childminder used the book well to help children understand that there are different types of families, as there are buttons, each being unique and special. She engaged children well in conversation as she read the story and they remain focused for extended periods. n The childminder supports children to develop a high level of understanding and respect for other people's similarities and differences outside of their own communities. For instance, children learn words in other languages, such as 'hello' in Italian. n Children use numbers in play and counting activities. They match numbers to numerals and begin to make simple calculations. Children use what they learn in

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need to do better?

their spontaneous play. For example, young children count the number of steps as they climb to use the slide. n The childminder promotes children's communication and language development effectively. She repeats words back to them and introduces new vocabulary, such as 'sprinkle', as she supports children to make 'cloud dough'. Even the youngest children have an extensive vocabulary for their age, which is clearly

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need to do better?

16 June 2022 attributed to the childminder's engagement in conversation with them. However, occasionally, the childminder asks questions in quick succession and does not give children the time that they need to think about what she is asking of them. n Children have a wide range of opportunities to develop their physical skills. They use various tools for drawing and painting, making large movements to strengthen their core muscles. Children manipulate play dough to build up their hand muscles in readiness for early writing. n Children are inquisitive learners and explore the childminder's garden enthusiastically. They use their senses to investigate textures and resources. Children plant seeds and grow vegetables. They pour and scoop different coloured rice from one container to another and use recipes in the outside play kitchen. n The childminder evaluates the quality of provision successfully to make ongoing

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need to do better?

improvements and to provide new and exciting experiences for children. The childminder has begun to review and reorganise the storage of her resources. However, she recognises that this needs further consideration to ensure that children have the space to try out and extend their ideas fully inside. n The childminder works successfully in partnership with parents and other settings. She gains detailed and valuable information from parents about what the children can do and what parents want them to learn next. The childminder gives parents daily feedback and keeps them up to date with their children's progress and any new learning. n The childminder uses her training and experience exceptionally well to develop her quality of teaching. She is highly skilled at how to develop children's communication and language, especially when there are possible delays.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps safeguarding training up to date. She is knowledgeable about safeguarding matters and what to do if she had a concern about a child in her care. The childminder can recognise the types of signs or symptoms which may indicate a child is at risk of harm and knows how to manage these. Children's welfare is at the centre of everything that the childminder does. She carries out thorough risk assessments on her home to ensure that potential hazards are reduced, and children can explore safely.

p.3

should:

n give children the time that they need to think about and answer questions n continue to review the organisation of the indoor environment to ensure children can move freely to try out and extend their ideas further.

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Setting details

Unique reference number 2556775 Local authority Wiltshire Inspection number 10232100 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She operates as Muddy Owls Education and Childcare, which is based in Old Sarum, Wiltshire. The childminder currently offers care for part of the week during term time only. In addition, she offers holiday care. The childminder is a qualified teacher.

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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 childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n The inspector and the childminder observed the children engaged in activities and had a follow-up discussion about children's learning. n The inspector spoke with the childminder at appropriate times throughout the inspection. n The inspector sampled a range of documentation.

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Inspection activities

16 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

16 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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