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

The childminder creates a curriculum that supports children to build on their skills and knowledge well. She makes sure children have opportunities to develop confidence, resilience and motivation to learn. Both indoors and outdoors, children have plenty of resources and activities available to support their development. The childminder makes sure she plans experiences for the children that will engage and encourage them to join in. For example, she talks with children about the new park that has opened near them. She agrees that they will go and try out the new climbing equipment to help develop their physical skills.

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The provision is good

Children are happy and feel secure in the childminder's care. The childminder uses lots of praise to boost children's confidence as they play. She models expectations for behaviour, such as taking turns, sharing and using good manners. Children readily copy this as they play with her and others. For example, younger children are happy to share the play dough. They take turns blowing out the 'candles' on the pretend cake they have made, making sure everyone has a go. Older children check that younger children get to add 'ingredients' to the pretend drink they are making. They make sure that the childminder has the first taste. Children show respect and care for others.

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need to do better?

n Partnership with parents is strong. The childminder makes sure that she talks with parents regularly to share children's achievements and learning. She asks them what children like doing so she can use this to help them settle with her from the outset. She also has good links with other settings. She works closely with parents and other professionals to help prepare children for the move into pre-school and school. Parents comment that children love coming to the childminder and make good progress. n The childminder supports children's communication and language well. She encourages children to identify the different shapes of the dough cutters using verbal clues and descriptions. She sensitively tells them when they have not quite got it, so they keep on guessing. As children mould the dough into different shapes, she asks what they are making. A 'platypus' turns into a 'penguin' and children add eyes, ears and flippers. The childminder shares books

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need to do better?

with the children, asking questions about what they can see and what might happen next. She explains new words so children understand their meaning. Children hear lots of different words and expand their vocabulary. n Children learn to manage personal care and follow routines. The childminder offers reminders for using the potty or toilet and washing hands after. Children proudly show off their clean hands. Children recall that as it is sunny, they need to have sun cream on and drink water to keep them hydrated. At mealtimes,

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need to do better?

24 May 2023 children talk with the childminder and each other about healthy food choices. They name their favourite foods and use knives to put spread on their rolls. They talk about how the food gives them energy to play and learn. n Mathematics is successfully included in different activities. When playing with the dough, the childminder asks children how many shapes they have used. When children choose number puzzles, the childminder asks children to tell her the numeral and then find the pieces with the same number of pictures on to match them correctly. At times, she insists that children complete the puzzles in numerical order rather than letting children complete the puzzles they want to do first. Although she encourages them to count the pictures, she sometimes tells them that they have the wrong piece as she counts quicker than they do. Children continue trying but miss out counting correctly at times.

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need to do better?

n Children use their imaginations and play well together. Children make a pretend tea, collecting the food they want and making 'drinks'. Outdoors, they play a chasing game as they try to 'escape' from the bubbles blowing out of the bubble machine. They call excitedly to each other as they run about the garden. They listen when others speak and follow the childminder's reminders to be careful as they go from indoors to outdoors. n The childminder makes sure she reviews her practice. She speaks with parents and children to help her make changes. She provides different activities and experiences that follow children's changing needs and interests. Children enjoy being with the childminder and learn and develop well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has kept her knowledge for keeping children safe up to date. She also completes training courses to maintain her knowledge and competence in paediatric first aid. She recognises when she might need to act on concerns about children's welfare or well-being or if there are concerns about an adult. She ensures all household members are suitable. She helps children to recognise and manage risks as well. For example, she reminds children to stop, look and listen when crossing the road on walks outdoors. Children are learning how to keep themselves safe with support from the childminder.

p.3

should:

n allow more time for children to respond to questions and make their own choices before suggesting how and what they play.

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Setting details

Unique reference number EY370813 Local authority Wiltshire Inspection number 10288844 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 2 November 2017

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Information about this early years setting

The childminder registered in 2008. She lives in Salisbury, Wiltshire. The childminder offers care from 7.30am to 5pm, Monday to Friday, term time only.

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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 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 Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 May 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

24 May 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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