Coleman Kirsti

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 and settled in the care of the childminder. They share warm and close relationships with her, one another, and her co-childminder. Children make good progress in all areas of learning because they benefit from a broad and interesting curriculum. They thoroughly enjoy a wide range of activities based on their interests. They excitedly explore and investigate resources as they engage in play, such as sorting small plastic figures by colour. Children focus well on their chosen activity with increased concentration. They are keen to take part in planned activities, such as exploring animals and their habitats.

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The provision is good

Children behave well. They understand the importance of sharing and taking turns and wait patiently for their go. The childminder uses effective strategies to manage children's behaviour, so they develop skills to manage any minor disputes amicably between themselves. Children develop good social skills and demonstrate good independence skills. For example, they use the bathroom independently and understand the importance of following good hygiene routines.

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need to do better?

n The childminder makes good use of her observations and assessments to identify what children need to learn next. She interacts well with the children to extend their learning and uses effective teaching methods to support their development. For example, she encourages children to look into a mirror as they experiment with showing different emotions and learn about feelings. n The childminder engages children effectively because she offers them meaningful learning experiences. The childminder provides sand, water, and ice as children sort animals into their habitat. She introduces new words, such as 'walrus' and 'Eskimo', to extend their learning further and develop their vocabulary. Occasionally, in group activities, the childminder does not encourage the quieter, less confident children to contribute as well as she possibly could. n Children have some opportunities to count in activities and the childminder

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need to do better?

encourages them to recognise numerals. However, children do not have many opportunities to compare groups of objects or begin to use the language associated with making simple calculations. n Children develop a good understanding of oral hygiene. They practise brushing models of teeth and learn about which foods are good for their teeth and those that are not. This also supports children to develop a good understanding about healthy eating and making good choices. n Children have good opportunities to develop their physical skills and use their imagination during outdoor play. They can use the 'pirate ship' to practise their climbing skills and enjoy the sensory experiences of sand and water as they dig and pour to develop their fine motor skills.

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need to do better?

9 January 2023 n Children use their imagination well. They persevere for extended periods to dress the dolls. They give the dolls a name and talk to the childminder about their 'baby'. Children engage in lively conversations with the childminder about their favourite animals. The childminder supports children to develop their vocabulary well. For example, she repeats the word 'dog' when children use the word 'doggy' instead. n Partnerships with parents are positive. The childminder works well with parents to find out about their children, including their interests and what they can do. She provides regular feedback on their progress and parents feel well informed. Parents praise the childminder for supporting their children to become empathetic and compassionate human beings. n Children listen carefully to instructions and play well with one another. They are polite and use good manners. Children understand what is expected of them and

p.2

need to do better?

have a good understanding of right from wrong. n The childminder and her co-childminder regularly review what she does and what is working well. She keeps herself up to date with any changes and is always looking for new activity ideas to support children's good progress and provide new experiences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role and responsibilities to keep children safe. She can identify the signs or symptoms which may indicate that a child is at risk of harm. She keeps her safeguarding training up to date and understands safeguarding issues, such as female genital mutilation. The childminder checks the premises thoroughly and carries out ongoing risk assessments to ensure that it remains safe for children to play in. The childminder and her co-childminder supervise children appropriately and help them to understand how to behave to keep themselves safe.

p.3

should:

n explore further ways to encourage quieter and less confident children in group discussion to ensure all children can contribute and share their ideas n provide more opportunities for children to compare groups of objects and use the associated language with making simple calculations.

p.3

Setting details

Unique reference number 145432 Local authority Wiltshire Inspection number 10265286 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 8 Date of previous inspection 1 June 2017

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Westbury, Wiltshire. The childminder provides care during weekdays and operates all year round. She receives funding to provide early education to children aged two, three and four years. The childminder works with her mother who is also a registered childminder. The childminder has two registered assistants who work on an ad hoc basis as required.

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 The inspector and the childminder completed observations and talked about the childminder's curriculum to support children's learning. n The inspector spoke with the children, the childminder, and her co-childminder at appropriate times throughout the inspection. n The inspector read written feedback from parents and took their views into account. n The inspector sampled a range of documentation.

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Inspection activities

9 January 2023 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

9 January 2023 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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