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

Children flourish in this nurturing home-from-home environment. The childminder and her assistant prioritise building strong relationships with the children in their care, which enables them to feel safe and secure. The children show a can-do attitude to learning as they explore a lock-and-key puzzle. They count the dots on the locks and match it to a number on the key. The children struggle to get the key in the lock. The assistant offers the children lots of encouragement and the children show perseverance as they keep on trying. When the children manage to open the lock, she celebrates their achievement, which builds their confidence and creates high self-esteem.

p.2

The provision is good

Children freely explore the well-organised and stimulating play environment. They make choices about what they want to do and learn. The childminder and her assistant engage with the children during their play. For example, the children explore a doctor's kit. They use their imagination as they wrap their limbs in bandages. The childminder's assistant supports the children by showing them a stethoscope. The children listen to the assistant's heartbeat and discuss how the heart beats faster when they exercise. The assistant reinforces children's learning by looking at a heart in a body book. The children talk about the blood being pumped through the veins and all round their bodies. The assistant reads out the different parts of the heart and how it functions, pushing the children's learning past what they already know.

p.2

need to do better?

n The enthusiastic childminder and her assistant have created a clear curriculum. They focus on children's well-being and establishing a love of learning. The childminder and her assistant follow the children's interests and skilfully support their learning during play. They plan activities that cover all seven areas of learning using loose themes, such as spring and the Diwali festival. This sparks children's curiosity and new interests, which supports their learning and development. n Children show kindness and respect for one another. They play well alongside one another listening to each other's ideas, and take turns sharing resources. The childminder and her assistant are good role models. They encourage the children to use their manners and to be mindful of how they make others feel. All children follow the daily routines and show respect for the play environment. They tidy away the toys and reinforce the rules, such as no running indoors.

p.2

need to do better?

n The childminder and her assistant take the children out in the local community. They visit the local park where children have space to run and get out of breath. This strengthens their muscles and supports their overall health. The children enjoy learning about nature and the world around them. For example, children

p.2

need to do better?

4 April 2023 notice frogs in the pond. This sparks a new interest in frogs, which leads to the children wanting to know more about different creatures and their lifecycles. This creates a positive attitude to learning. n Parent partnerships are strong. The childminder and her assistant provide parents with detailed feedback on their child's progress and next stages of learning. They provide ideas and activities for parents to help with continuing learning at home. Parents feel supported by the childminder who offers them advice and guidance. They state they are happy with the care provided and that their children come home eager to tell them about their fun day. n The childminder and her assistant focus on providing children with a language- rich environment. They read the children stories and sing nursery rhymes with repeated phrases to build children's language and communication. The childminders assistant reads the children a book. She introduces new words,

p.2

need to do better?

such as 'jellyfish' and 'lobster', and encourages the children to repeat these back to her. The assistant asks the children questions about the story to determine what they can remember. However, some children in the group have high levels of confidence and answer the question too quickly. This means the younger, less confident children do not get enough time to share their ideas during large- group activities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their responsibility to safeguard and protect children from harm. They can identify the different signs and symptoms of abuse and know which authority to contact to report concerns about a child. The childminder conducts regular risk assessments of the play environment and places they visit. She teaches children how to walk and cross a road safely. The childminder ensures that her assistant is confident in the procedure for reporting any concerns or allegations against her or a member of her family. She keeps adequate records and ensures that her knowledge of local safeguarding concerns is kept up to date. This enables her to understand the risks to children and their families.

p.3

should:

n enhance the support for children that are less confident, helping them to participate in group activities fully.

p.3

Setting details

Unique reference number 145195 Local authority Wiltshire Inspection number 10280488 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 12 Number of children on roll 17 Date of previous inspection 22 August 2017

p.4

Information about this early years setting

The childminder registered in 1993. She lives in Trowbridge, Wiltshire, and operates from a purpose-built room in her garden. The childminder works with an assistant. The childminding service is open each weekday, throughout the year. The childminder holds a 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 childminder and has taken that into account in their evaluation of the setting. n The inspector and the childminder completed a learning walk and discussed the provision and the curriculum. n The inspector observed the quality of teaching during both indoor and outdoor play and assessed the impact this has on children's learning. n The inspector spoke with the assistant at appropriate times and completed a joint observation with the childminder. n The inspector held a meeting with the childminder and her assistant to discuss how they self-evaluate the provision. n The inspector looked at relevant documentation, such as first-aid certificates, policies and children's information forms. n The inspector considered written testimonials from parents.

p.5

Inspection activities

n Children spoke and engaged with the inspector during the inspection.

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

4 April 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6