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 concentrates on developing children's skills and outlines activities and support to help them to progress. She knows the children well. She focuses on their interests and learning needs closely. Parents say that they feel the childminder's provision is the right place for their child and that children do so much with her. Children develop their creativity and coordination well. They make marks with pens and older children draw wonderful pictures of their family, discussing these with the childminder. They test out their ideas, selecting tools and utensils to mould and create patterns in play dough. The childminder offers children useful tips and extra help for the younger ones, as they practise using scissors. Young children explore colour and sort different-coloured animals. Older children work to copy colourful patterns using different shapes. The childminder offers children lots of encouragement and praise as they tackle tasks, and children

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The provision is good

Children have strong bonds with the childminder and enjoy her company. She is considerate of children's needs and supports their well-being closely. Children show respect for what the childminder has to say, following safety reminders and adapting their actions suitably. Older children form friendships and younger children learn to play cooperatively together.

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need to do better?

n The childminder is dedicated to the children and families who use her provision. She has good relationships with parents and shares information and ideas with them to help support children's learning at home. The childminder also links with staff at other settings children attend. They all share a comprehensive range of information, to support a consistent approach for children. n The childminder is aware of her responsibility in helping to keep children safe. She gives them reminders on safe practices, such as helping them negotiate the steps in her garden. She watches and supports children as they challenge their physical skills and children begin to recognise and manage the risks they encounter. She teaches children safe practices when they are out in the community and has taken them to road safety sessions at the local library. n Children's communication develops well. The childminder gets down to the

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need to do better?

children's level, modelling words and encouraging them to take turns in conversation. However, occasionally she rushes through some discussions and does not offer children clear explanations to ensure their understanding and promote their learning fully. n Children learn good hygiene practices and the childminder teachers them about good oral health, such as brushing their teeth after lunch. The childminder provides them with nutritious fruit snacks and healthy drinks. She encourages

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need to do better?

17 January 2024 them to be active in the fresh air and develop their physical skills playing on equipment in her garden. She supports children to lead healthy lifestyles. n The childminder is experienced and knows how children learn. She ensures children make good progress and that older children are well prepared for their move on to school. They learn to do things for themselves, and the childminder encourages their perseverance. They peel their fruit at snack time and manage their own self-care needs. They work hard to get their shoes on independently and listen to the childminder's useful tips. n The childminder outlines what each child needs to learn next and focuses her planned activities and support on closing gaps in their development. However, during some adult-led activities the childminder does not adapt her teaching and support successfully for the differing ages of the children. Some challenges are

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need to do better?

pitched too high for the younger children and others do not extend the older children's skills as much as possible. n Children go out into the local and wider community with the childminder, to develop their understanding of the world and their confidence in new situations. They join with other childminders and visit playgroups to mix with other children and develop their social skills. They visit the neighbourhood library and local parks. They also go on outings, such as to the nearby wildlife park. n The childminder has memberships with childcare organisations and uses their training materials to develop her knowledge of good practice. She links with local authority advisers and other childminders to gain ideas and learn about new guidance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n take the time to offer children clearer explanations to consistently ensure their understanding and extend their learning fully n adapt adult-led activities more readily to support the different needs of the children involved, engaging them consistently and supporting their learning to higher levels.

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Setting details

Unique reference number EY283608 Local authority Wiltshire Inspection number 10312411 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 30 April 2018

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Information about this early years setting

The childminder registered in 2004 and lives in Bradford-on-Avon, Wiltshire. She operates 8am to 5pm, Monday, Tuesday, Wednesday and Friday, all year round. The childminder holds an appropriate qualification at level 3. The childminder is in receipt of early education funding for children aged three and four years.

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Inspection activities

n This was the first routine inspection the setting 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 inspector viewed the areas used for childminding and discussed with the childminder how she implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children and the childminder and spoke with them at appropriate times during the inspection. n Parents shared their views of the childminder's provision with the inspector. n Relevant documentation was reviewed by the inspector, including suitability checks and paediatric first-aid qualifications, and the childminder discussed her procedures for safeguarding the children.

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Inspection activities

17 January 2024 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

17 January 2024 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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