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

p.1

The provision is good

The childminder builds strong relationships with the children. She provides a calm, caring home-from-home environment for the children to play and learn. The children freely have cuddles and comfort when they need reassurance.

p.2

The provision is good

The children are engaged in their play. They have fun building towers with blocks; the childminder counts as they build. Children play with the animals and the arc, developing their knowledge of animal names and their imagination skills. The childminder joins in the play, commenting, using the names, sounds and actions of the animals. Children receive praise when they remember and name the animals, encouraging the development of language. Younger children play with the older children. For example, they play the 'Shopping Game'. When the children become upset or frustrated, the childminder talks to them about how to take turns, helping them to manage their feelings and behaviour.

p.2

The provision is good

The childminder recognises that some children have had fewer opportunities to develop their social interactions. They go on daily outings into the local community. The children attend toddler groups in the local area where they have opportunities to meet other children and adults. This gives them the opportunity to develop their confidence and social skills.

p.2

need to do better?

n The childminder provides activities for the children to choose from using their interests. They make farms with blocks and take the animals on a train ride. The childminder observes children's play and names objects for the younger children to copy as they try and say the sounds. n The children make a pretend cafe, building on earlier learning. For example, they play with different-coloured cups and teapots as they pretend to make hot drinks. The childminder encourages mathematical language as the children explore different shapes, sizes and colours of the pots on offer. n The children go on regular outings to the library to support their early reading and interest in stories. The children bring the books back to read to enjoy further. The childminder develops children's communication and language by commenting on what the children are doing while playing. She extends their understanding by asking questions.

p.2

need to do better?

n Children use puzzles to develop their concentration, fine motor and problem- solving skills. Younger children use animal peg puzzles and make the sounds of the animals, for example 'oink' for pig and 'woof' for dog. The childminder praises the children and says the names of the animals. The children check with the childminder that the piece is in the right place; she encourages them to keep trying.

p.2

need to do better?

26 January 2023 n Children develop good practice to keep them healthy. The childminder plans daily outings to support the development of physical play, with visits to the local community. Children naturally hold hands while walking. On outings, the childminder comments on the world around them, noticing birds and other animals. The childminder builds curiosity, stopping to look at the frozen puddle and recalls playing with the snow and ice. The childminder labels the sound of the breaking ice as it 'crackles' when it breaks. n The childminder develops children's independence. They find their coat and shoes when getting ready to go outside. They wash their hands when returning from outings and before mealtimes. The childminder praises them for having a go and is ready to help if needed. She is vigilant about runny noses; she helps the younger children to wipe their nose and encourages older children to do it

p.2

need to do better?

independently, to help stop the spread of germs. n The childminder knows the importance of working with parents and building trusting relationships. Parents receive regular feedback about their child's day, verbally and through communication apps. Parents are confident that the childminder meets children's needs and are amazed by their child's progress in her care. Parents comment on how children talk about what they have been doing at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good safeguarding knowledge and is aware of her responsibility to keep children safe. She has a thorough understanding of the signs that might suggest a child is at risk of harm or neglect. The childminder knows what to do if she is concerned about a child's welfare and how to report this. The childminder carries out important risk assessments, on and off the premises. Her home is safe and secure, and she closely supervises the children.

p.3

should:

n extend opportunities to promote children's respect for resources.

p.3

Setting details

Unique reference number 145021 Local authority Wiltshire Inspection number 10263262 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 2 Date of previous inspection 26 April 2017

p.4

Information about this early years setting

The childminder registered in 1999. She lives in Devizes, Wiltshire. The childminder provides care throughout the year from 7.45am to 3.30pm. She holds a relevant childcare qualification at level 3.

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 provider and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children.

p.5

Inspection activities

n The inspector considered written accounts from parents to gain their views of the childminder. n The childminder provided the inspector with a sample of key documentation on request, including her first-aid certificate. n An observation of the quality of teaching was conducted and evaluated by the childminder and the inspector.

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.

p.5

Inspection activities

26 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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