Noden, Jane Yvonne

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

p.1

The provision is good

Children are happy, relaxed and chatty at this childminder's setting. The childminder is warm and has close relationships with the children. They feel safe and secure and look to her for reassurance. For example, children snuggle into her when they need comfort because they are unsure about a visitor.

p.2

The provision is good

The childminder has high expectations of children's behaviour and uses positive language whenever children need gentle reminders. For example, when they engage in a Christmas craft activity, the childminder says, 'I'll pick that up, do not worry' and 'amazing, that is beautiful.' As a result, children happily try new activities and explore the resources provided.

p.2

The provision is good

The childminder has organised a meaningful curriculum that builds on children's knowledge of their environment, as well as the skills they need to learn. She uses the different seasons and builds on what children know and observe. For example, they talk about leaves changing colours and falling from trees in the winter, and they collect them and use them in their craft activities.

p.2

The provision is good

The childminder takes children out every day for a walk to gain exercise and to notice the natural world. For example, they visit the local park, a country park, a local garden centre and Staverton. All these visits help children to observe and understand their natural environment.

p.2

need to do better?

n The childminder has a clear aim for children to feel safe and happy in her home, and also to feel emotionally secure. She focuses on developing children's independence throughout their routines. She offers them choices to make themselves, including which plate they would like to eat from, which colour spoon they would like and how they would like to complete their craft activity. As a result, children feel emotionally secure and confident to take risks and make suggestions. n Overall, the childminder has some knowledge of how to extend and challenge children, in line with their individual stages of development and interests. She uses different strategies for younger and older children. For example, when children are taking part in a Christmas craft activity, she instructs them, models how to draw around their hand and encourages them to experiment and explore the materials provided. She praises their efforts as well as their results, saying

p.2

need to do better?

'Well done, you put lots, all the way around'. n There is a strong culture of developing children's language and vocabulary. The childminder reads stories to children regularly and books are freely available and selected by the children. However, the childminder is not always sensitive to

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need to do better?

12 December 2022 children's level of understanding. For example, during lunchtime, when a child selects a picture book for her to read that is a little too advanced, the childminder continues to read the book through. Children become distracted, lose concentration, get up and wander around. n The childminder has high expectations of children's behaviour and engagement. She has clear hygiene rules for the children to complete, which they follow as a matter of routine. For example, before the children sit down for lunch, she reminds them 'let's wash hands first'. Children use a bowl of water on a chair to wash their hands themselves. Children happily get themselves ready for lunch independently. n The childminder provides healthy snacks and lunches for the children. She introduces new foods and textures for children to try, and eats with them. Parents value the support that their children get with trying new foods, and

p.2

need to do better?

highlight the difference it has made to their child. n Parents report that their children are happy and secure at this setting. Communication is strong between the childminder and parents. They are confident that their children are making good progress here. n The childminder finds it difficult to access training and, as a result, she is unsure of who she could contact for advice if a child has any special educational needs and/or disabilities. As a result, children may not get the interventions that would meet their specific needs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder provides a safe and secure setting for children, and supervises them at all times. She understands the possible signs that a child may be at risk of harm and knows the local safeguarding procedures to follow when necessary. She considers any risks to children when in the setting and during outings and knows how to minimise these effectively. The childminder promotes positive behaviour consistently and, as a result, behaviour is good and children relax and enjoy their play.

p.3

should:

n adapt adult-led activities and provide a broad range of books, to reflect the different needs of individual children n focus professional development and training to raise the quality of education to an outstanding level.

p.3

Setting details

Unique reference number 145419 Local authority Wiltshire Inspection number 10234234 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 4 Date of previous inspection 4 January 2017

p.4

Information about this early years setting

The childminder registered in 1995. She lives in Trowbridge, Wiltshire and cares for children from Monday to Friday, all year round. The childminder receives funding to provide free early years education for children aged two, three and four years.

p.4

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 Relevant documents were viewed by the inspector, including the childminder's paediatric first-aid certificate. The inspector also checked the children's daily registers and logs of accidents and injuries. n The childminder and the inspector evaluated an activity and discussed the impact on children's learning. n The inspector held discussions with the childminder to assess her knowledge of the safeguarding and welfare requirements of the early years foundation stage. n The inspector discussed the childminder's curriculum vision and intended learning opportunities for children. n The inspector observed the interactions of the childminder with the children. n The inspector met with one parent, and others shared their written views

p.5

Inspection activities

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

12 December 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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