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 develop confidence and show they are safe and happy in this welcoming environment. Young children snuggle up with the childminder and happily explore the toys, knowing the childminder is there if needed. Older children eagerly talk to the childminder about what they have learned, telling her that 'Bees have five eyes'. They recall their trip to the farm where they saw the baby sheep, remembering they are called 'lambs'.

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The provision is good

The childminder provides a broad curriculum for the children and offers them lots of opportunities to be outdoors and to discover the world around them. She knows the skills and knowledge the children need to gain and helps them make good progress in their learning. Children are inquisitive; they want to learn and develop confidence ready for their move to school.

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The provision is good

The childminder has high expectations of the children. Young children explore hoops and containers in the water alongside the older children. She encourages the older children to recall past learning and engages them in conversation. Children explain, for example, that they have been learning about 'parallelograms' and that flowers need 'water, sunshine and soil' to grow.

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need to do better?

n The childminder reflects on her practice and can identify her strengths and areas that need developing. She seeks feedback from parents and children and makes changes as a result that improve her service. For instance, following feedback, she now gives more detailed information about the activities children complete when they only attend for a short period of the day. n Children's behaviour is very good. The childminder is a good role model for the younger children and helps the older children to negotiate minor disputes, such as sharing. Some children are very confident in how to take turns, independently asking their friend if they can have one of the construction pieces. Others confidently offer their friend the wheels they need to make their car because they are no longer using them. n The childminder supports children's communication and language effectively. The environment is language rich, and she uses simple language, songs and

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need to do better?

books to support younger children's speech. Older children are confident communicators and have lots of conversations with the childminder and one another. For example, they explain how they are using the 'instructions' to replicate the models in the picture. n Children have plenty of opportunities to develop their physical skills. For example, they regularly play on the equipment at the park, which they visit often. They explain how they love going to the nature reserve, as they 'learn

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need to do better?

21 March 2023 and collect interesting things'. Children say they like learning about the squirrels and collecting empty snail shells, as well as sticks, leaves and conkers. Children know to respect nature, explaining that they must not pick the flowers when they are out. n Partnerships with parents are positive. Parents report that their children enjoy their time with the childminder and that they are very happy with the progress they have made, particularly their speech and language. They report that communication with the childminder is 'excellent'. However, the childminder has not established secure partnerships with staff at other settings children attend. This means she does not share information to fully support children's learning or welfare consistently. n The childminder weaves mathematics into the children's play, and they become confident using mathematical language. Children recall that they made a 'square'

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need to do better?

with 'two triangles'. They work out, with the childminder's support, that two wheels at the back and two wheels at the front of the car means they have four wheels. n Children engage in role play and use their imaginations, such as when making a barbeque or a fairy house. However, craft activities are sometimes overly adult- directed. This means that young children are supported to stick materials on card to make a bee. Younger children miss out on the sensory aspect of this task, and older children cannot choose their own designs or work out how to join materials together for themselves. This somewhat limits their creativity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in her knowledge of the policies and procedures for safeguarding and child protection. She knows who to contact if a child is at possible risk of harm or if an allegation is made against her or her assistant. Children learn safe practices, such as when to 'stop' and 'go' when they are out. The childminder risk assesses her premises to help ensure children play in a safe environment.

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should:

n improve partnerships with adults at other settings children attend to offer more consistency in monitoring children's welfare and learning n enhance opportunities for children to explore and choose various materials, enabling them to freely design and make their own creations.

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Setting details

Unique reference number EY380554 Local authority Wiltshire Inspection number 10276730 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 13 Date of previous inspection 31 July 2017

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Information about this early years setting

The childminder registered in 2008. She lives with her family in Melksham, Wiltshire. The childminder offers full- and part-time care, all year round. The childminder operates from 8am to 5pm, Monday to Friday. She receives funding for the provision of free early education for children aged three and four years.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector during the inspection about what they enjoy doing with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The childminder discussed an activity with the inspector and evaluated the impact on children's learning. n The inspector read some feedback from parents and took account of their views. n The childminder made some documentation available for the inspector to sample, including training certificates.

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Inspection activities

21 March 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

21 March 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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