Veitch Alison Gail

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 show they are comfortable and at ease with the childminder. Older children readily engage in conversations with her, and younger children sit on her lap for a cuddle when needed. Children are confident to explore the resources and to make choices in their play and learning and join in with activities with their friends. Children concentrate in activities that interest them for long periods. Older children make pictures with shapes and the childminder encourages them to talk about what they are making. Younger children enjoy looking at the electronic books and making animals noises, with the childminder's encouragement. Children demonstrate a positive attitude towards their learning.

p.2

The provision is good

The childminder knows what skills and knowledge she wants the children to learn in readiness for their next stage of learning. She knows the children well, their interests and abilities and what they need to learn next. The childminder helps children develop socially, physically and in their speech and language, both in her setting and on various trips out in the environment. Children make good progress in their learning and development.

p.2

The provision is good

The childminder provides children with opportunities to develop their hand muscles in readiness for early writing. Children use chalks, paint brushes and pens with developing control. Children enjoy joining in with stories, showing they are familiar with these and using repeated refrains. The childminder encourages younger children to develop their love of books through using props to help engage them, for example.

p.2

need to do better?

n The childminder has kept up to date with her practice, has attended mandatory training and since the last inspection and has attended some online training and development opportunities. Following a communication and language course, she has introduced some simple hand signing to promote young children's communication skills. She has also introduced daily story times to help broaden children's vocabulary. n Children behave well. Older children show care and concern for the younger children and share the resources without prompting. Young children respond to the childminder's gentle reminders of the rules, such as not to stand on the chair and to sit down when eating. The childminder praises the children for their achievements, such as when they are caring towards the baby or go and wash their hands after playing outside. This helps boost the children's confidence and self-esteem. n Children benefit from various trips out in the local environment. They visit parks

p.2

need to do better?

and estates where they use large equipment to develop their physical skills,

p.2

need to do better?

1 July 2024 including running, jumping, and climbing. Children go to the arboretum and follow nature trails to explore and learn about different bugs, insects, plants, and trees. The childminder regularly goes out with other childminders so that children can develop their social skills when playing with other children. n Partnerships with parents are positive. Parents report they are very happy with the care and education their children receive. They state that they are very happy with the progress their children have made, particularly in their language and their social skills. Parents report that the childminder gives them regular feedback on their children's progress and supports them well with developmental milestones, to ensure consistency between home and the setting. n The childminder supports children's communication and language effectively overall. She encourages young children to repeat simple words and narrates

p.2

need to do better?

what they want her to do when they cannot communicate their needs verbally. Older children recall prior learning and use previously learned words, such as 'cocoon'. When asked, children describe their pictures in detail, explaining 'It is electric and it goes through to all the houses so they can use the lights'. On occasion, the childminder does not use effective questioning to encourage children to think and formulate their answers, to broaden their language even further. n Children persevere when learning new skills, such as taking the plastic off their straw and putting it in their carton of drink. They are confident to ask for help when needed. However, at times, the childminder does not encourage children to solve simple problems for themselves but offers them a solution. When a child makes a picture that is too wet, she does not encourage them to think about how they could use less water or a smaller brush, but tells them, for example.

p.3

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 use more effective questioning techniques to extend children's language skills even further n provide more opportunities for children to think about and solve simple problems for themselves.

p.3

Setting details

Unique reference number 161732 Local authority Wiltshire Inspection number 10349800 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 6 Number of children on roll 4 Date of previous inspection 5 September 2018

p.4

Information about this early years setting

The childminder registered in 1995. She lives in Chippenham, Wiltshire. The childminder holds a recognised early years qualification at level 3. She cares for children Monday to Friday, all year round, except for family holidays. The childminder receives funding to provide free early education for children aged two-, three- and four-years-old.

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 this into account in their evaluation of the childminder. n The inspector viewed the provision and observed the safety and suitability of the premises. n The childminder showed the inspector some documentation, including training certificates. n Children spoke to the inspector about what they enjoy doing at the childminder's house. n The childminder spoke to the inspector at appropriate times during the inspection. n The inspector read written feedback from parents and took account of their views. n The inspector observed an activity that the childminder carried out with the children and the childminder evaluated this. n The childminder talked to the inspector about her curriculum and intentions for children's learning.

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.

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Inspection activities

1 July 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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