Childminder in Isle of Wight

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 are happy and settled. They have good relationships with the enthusiastic childminder and her assistant. Children confidently select what they would like to play with and have firm favourites, such as the train track.

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The provision is good

The childminder and her assistant have high expectations for children and their behaviour. Children form good relationships with their peers. They are keen to involve each other in their games, such as the 'floor is lava' game. They giggle in delight as they run away from the 'lava'. The childminder encourages children to share things that are important to them with each other, such as their experiences at other settings they attend. The childminder provides opportunities throughout the day for children to develop their independence skills. For example, they learn how to open food packets during lunch.

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The provision is good

Children take pride in their creations, such as their play dough gingerbread men. They carefully select which gems and sparkles they would like on them to represent the eyes, nose and mouth. The childminder and her assistant encourage children to develop their creativity skills further as they learn to create with loose parts. For example, children create a 'birthday cake' by using a range of materials.

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need to do better?

n Children understand what is expected of them and behave well. They demonstrate a positive attitude towards learning. Children make good progress in their learning and development. The childminder uses assessment effectively to identify what children know and can do as well as identifying any gaps in their learning. She uses these assessments to create next steps that support their development further. n The highly dedicated childminder has developed a curriculum that builds on what children know and can do. She is keen for children to develop the skills that she believes they need to be ready for the next stage in their learning, such as being physically fit and forming friendships with peers. However, her assistant's understanding of the curriculum is not yet precise. This means that teaching is not yet sharply focused on what they want children to learn next. n The childminder recognises the importance of children's language and

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need to do better?

communication development. Together with her assistant, she models new words, such as 'flatten' and 'push'. They demonstrate the action alongside saying the word to help develop children's understanding. The childminder and her assistant, however, are on occasion inconsistent in their support for language development. For example, at times, they do not consistently help children learn how to pronounce new words. n The childminder highly values taking part in regular professional development.

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need to do better?

7 February 2024 She ensures that she reflects on practice and training with assistants as part of their supervision discussions. The childminder understands the importance of regularly holding supervision discussions with her assistants to help identify any development needs. n The childminder understands the importance of working with other professionals to support children's learning and development. For example, when needed, she promptly refers children to further support, such as speech and language therapy. In addition, she also shares information with the other settings children attend. This provides a joint approach to children's learning and development, which helps them to continue to make good progress. n The childminder takes children on regular outings. For example, they go to the library and walk to the ferry. The childminder uses these outings to expand children's knowledge of the world around them, including developing children's

p.2

need to do better?

understanding of different people and communities. n The childminder talks to children about healthy food choices and the importance of brushing their teeth. Children remember they brush their teeth 'to keep them clean'. The childminder also encourages children to take part in regular music and movement sessions. This helps children to develop a good understanding of healthy lifestyles. n There are strong parent partnerships. Parents speak highly of the childminder as they explain their children are 'happy' and 'thriving'. They comment that the childminder keeps them regularly informed about their children's progress. The childminder shares ideas on how to support children's learning at home to further support their development.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n support assistants to strengthen their understanding of the curriculum further, so there is consistency across the provision n enhance support for children's developing communication skills.

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Setting details

Unique reference number EY488856 Local authority Isle of Wight Inspection number 10308469 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 12 Number of children on roll 22 Date of previous inspection 12 March 2018

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Information about this early years setting

The childminder registered in 2015. She lives in Ryde on the Isle of Wight. The childminder operates all year round, from 8am to 5pm, Monday to Friday. She works with up to two assistants. They hold relevant childminding qualifications. The childminder provides funded early education for two-, three-, and four-year-old children.

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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 childminder. n The childminder explained the curriculum intentions to the inspector during the learning walk. n The inspector took part in discussions with the childminder and her assistant during the inspection. n The childminder and the inspector observed and evaluated an activity together. n The inspector sampled relevant documents and reviewed evidence of the suitability of the childminder and her assistants. n Parents shared their views with the inspector. n The inspector observed the childminder, her assistant and children throughout the day.

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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.

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Inspection activities

7 February 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

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

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