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 Good

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The provision is good

Children arrive happily and enjoy attending. They join in with a wide variety of activities that support their learning. For example, they practise their physical skills as they take part in an obstacle course made of soft-play shapes. Children develop good social skills as they mix with others of different ages. Older children show concern for their younger peers and make sure that they are included in what they are doing. Children have a close relationship with the childminder which helps them to feel safe and secure. They move around with great confidence and operate independently.

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The provision is good

The childminder gets to know children well. She finds out what they can already do and what their interests are and uses this knowledge to provide activities which help them make good progress. She has high expectations for every child and provides extra support for those who need additional help to reach their full potential. The childminder identified delays in children's communication skills and their personal, social and emotional development as a result of the COVID-19 pandemic. She has therefore focused successfully on these areas to help children catch up.

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need to do better?

n Children enjoy using the well-equipped playroom and outdoor area and move freely between the two. The childminder ensures that resources are clearly labelled and easily accessible to support children to make independent choices about their play. Children particularly enjoy creative activities using a wide range of arts and crafts materials. n The childminder establishes what children can already do when they first start attending and makes effective use of observation to accurately assess what they need to do next. She uses a mixture of planned activities and children's self- chosen play to extend their learning and help them make good progress from their individual starting points. She offers praise and encouragement to motivate children and help them become active learners. n Children are confident communicators. They chat happily to one another and to the childminder as they play. They talk about what they are doing. For example,

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need to do better?

they describe the house and 'parking station' they are building. Younger children learn new vocabulary, such as 'smooth', as they play with ice. n Children operate independently. They confidently choose what to do and go to find additional resources when they need them. For example, they talk about what they might need to retrieve the objects frozen into blocks of ice and go to find hammers. Children are well behaved. They use good manners and talk about the need to share and take turns. n Children enjoy exploring and experimenting. They handle large blocks of ice,

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need to do better?

25 July 2022 talking about how they feel and what might melt them. They experiment with pouring water on the ice and banging it with toy hammers. They then add the ice to sand and stones to see what happens to it. n The childminder is keen to develop her provision further. She has completed a wide range of training to develop her knowledge and skills. She reviewed the provision following the pandemic and is in the process of developing the outdoor area further. She involves children in deciding on improvements, such as whether to have artificial or real grass. However, although she works well with parents, she does not seek their feedback to involve them further in the provision. n The childminder builds strong relationships with parents. She works with them to ensure that she can meet their child's care and learning needs as effectively as possible. She uses a variety of methods to communicate with parents and gives

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need to do better?

the regular updates about their children's progress. She gives them ideas of how to support children's learning and development at home. For example, she offers ideas when younger children are potty training. n The childminder provides appropriate support for the communication skills of children who speak English as a second language. However, they do not have many opportunities to use their home language in their play to further enhance their communication skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder describes how children's safety and welfare must always come first. She keeps her safeguarding knowledge up to date through a mixture of online and face-to-face training. She knows the potential signs that a child may be at risk of harm, including from extreme views and when online. She confidently explains the effective procedures she would follow if she had any concerns. Children learn about staying safe. They discuss road safety and describe how a red light means stop and a green light means go. They learn to move around an obstacle course safely.

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should:

n enhance the communication skills of children who speak English as an additional language by giving them more opportunities to use their home language n involve parents further in the provision by seeking and using their opinions and feedback to drive improvement.

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Setting details

Unique reference number EY486683 Local authority Wiltshire Inspection number 10231968 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 16 Date of previous inspection 29 September 2016

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Information about this early years setting

The childminder registered in 2015. She lives in the village of Ludgershall, near Andover. The childminder offers care for children all day on Monday to Friday throughout the year. She is in receipt of funding for free education sessions for children aged two, three and four. She has an early years qualification at level 3

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector via discussion and email. n The inspector observed a planned activity and discussed it with the childminder.

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Inspection activities

25 July 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

25 July 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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