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 are very settled and happy in this caring and homely environment. They have great bonds with the childminder, regularly coming up to her for reassuring hugs, before going off to play again. The childminder knows all the children very well. She uses this knowledge to provide interesting and stimulating activities that meet their interests and developmental level, offering further support where needed. She tunes in to the children, trying hard to understand the youngest children's words. She keeps persisting until she finds out what the young children want. For example, when children repeat unintelligible words and point at the shelf, the childminder picks them up and encourages them to get the toy they want. Children smile as they have been understood, and their needs and wants are being met.

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The provision is good

The childminder has good communication with parents, right from before children start. For example, parents complete an 'All About Me' form before their children begin, helping the childminder to know where to start with supporting children's learning. Parents are very happy and love the homely feel and the activities and outings the childminder provides. Children behave very well and are making good progress.

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need to do better?

n The childminder supports children's communication skills well. She plays with children at their level and talks to them about what they are doing. She gently corrects children if they mispronounce a word by repeating it correctly. For example, when children say 'boo' when talking about colours, she repeats, That's right, its blue.' The childminder has lovely relationships with all the children. She is enthusiastic for them to learn new skills and to check their knowledge. However, sometimes this means that she asks the children too many direct questions, which they often choose not to answer, limiting conversations. n The childminder regularly evaluates her setting and attends training to ensure she keeps up with current practices. She makes changes based on this new knowledge and the needs of the children in her care. She is organised and notes down when her next training courses are due, such as paediatric first aid, to

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need to do better?

ensure children in her care are safe. n Children enjoy practising new mathematical skills as they play. For example, when playing with toy dinosaurs, the children and childminder count them together. When the childminder asks for two dinosaurs, young children count them correctly and hand them to her. They also stack the rainbow-shaped toys, thinking about which size comes next. n Children have many opportunities to support their developing muscles. For example, they enjoy painting with a selection of different-sized brushes, some

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need to do better?

7 February 2023 very small, where they have to make small and large movements, such as when painting with water outside. Children are encouraged to try new skills, including jumping with two feet together and climbing in the park. n Children have control over their own learning. They can choose toys from labelled drawers or request other toys that are not out that day. However, they do not always have access to many resources that teach them about different cultures and people in everyday play. Children regularly play in the garden and go on walks around the local area. They are encouraged to manage risks, deciding for themselves if they are able to run down the slope and balance. n The childminder links well with parents. She keeps them informed about their children's learning and works with them on any areas where children may need extra help. This ensures consistency between home and the childminder's

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need to do better?

setting and helps the children to make good progress. n The childminder supports children to learn to share and puts strategies in place to help them with this. For example, if children want to play with the same toy at the same time, she uses a timer, so children can see how long it will be until their turn. Children are kind and respectful and get along with each other well.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a thorough understanding of how to keep children safe. She has a good knowledge of the signs and symptoms that may show a child is at risk of harm. She has good systems of recording these concerns and knows how to report them. The childminder keeps her knowledge up to date by attending regular training and ensures all adults in the house are suitably vetted. She helps children learn to keep themselves safe when out and about. She ensures parents are aware her of safeguarding policies and know their responsibilities, including not using mobile phones in the setting.

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should:

n raise the quality of children's learning even further by providing more opportunities for them to learn about different cultures and people n develop children's communication and language skills further by allowing them time to think and engage in conversations, with less questioning.

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Setting details

Unique reference number EY298810 Local authority Wiltshire Inspection number 10262908 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 7 Date of previous inspection 7 April 2017

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Information about this early years setting

The childminder registered in 2004 and lives in Melksham, Wiltshire. She provides year-round care from Monday to Friday. The childminder holds an appropriate childcare qualification at level 3.

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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 spoke to the inspector about children's learning and development. n The childminder and the inspector discussed how the childminder organises their early years provision. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector observed the interactions between the childminder and children.

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Inspection activities

7 February 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

7 February 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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