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 Not applicable

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The provision is good

The childminder creates a stimulating and nurturing environment for children. She implements a varied curriculum, and children keenly explore the activities on offer. Older children use their physical skills well when using their feet to help them go faster on the ride-on tractors. They show strong core strength when using their arms to pull themselves up swinging back and forth. Younger children build on their small-muscle skills as they use little spades to dig in the sand. Children have many opportunities to develop their communication and language skills. The childminder introduces new vocabulary, such as 'scrub', as the younger children wash their hands independently. She consistently uses age-appropriate language, and children progress well. The childminder helps children to remember their learning. For example, she spots a bird on the fence and asks children if they remember what the bird is called and they shout 'pigeon'. The childminder uses praise and words of

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The provision is good

encouragement to build on children's confidence and self-esteem, which helps to prepare them for their next stage of learning.

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The provision is good

Children show kindness to each other and behave well. The childminder has high expectations for behaviour, and children use their manners consistently. Children benefit from the mixed age group and show care and concern for one another. For example, children rub their friend's leg after they have fallen and ask them if they are okay. The childminder is a positive role model for children, who refer to her as their 'best friend'.

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need to do better?

n The childminder knows the children well. She has a good knowledge of child development, which she uses to plan age-appropriate activities that based on children's interests. However, children's next steps are sometimes too broad and are not specific enough to enable the childminder to target her planning and support where children need them the most. For example, the childminder wants children to develop their large-muscle skills but they need to build on different aspects of their physical development, such as negotiating space, before they can master this new skill. n The childminder regularly monitors children's learning to swiftly identify any gaps. She immediately implements effective strategies to support children. All children, including children with special educational needs and/or disabilities, make progress. The childminder uses observation and assessment well to form next steps in learning. However, she does not gather enough information from

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need to do better?

parents at the earliest opportunity to form robust starting points for children, helping to continue their learning right from the start. n Children use mathematical language well and understand various concepts. For example, they lift small blocks to make their car track and say, 'This one is

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need to do better?

1 July 2024 heavy.' Children enjoy counting as they jump around on the stepping stones, confidently counting to 10. As the children run around and chase each other playfully, they say, 'Three, two, one, let's go.' However, at times, the childminder does not make the most of opportunities to enhance children's awareness of shapes during their play, to fully develop their early mathematical skills. n The childminder takes children on trips to the local woods, parks and cafes. Children build on their literacy skills and confidence as they look at menus and independently ask for what they would like. They develop their social skills when they visit local toddler groups and make new friends. The childminder strengthens children's understanding of diversity and various backgrounds. For example, children enjoy learning Spanish songs with their Spanish teacher, who visits weekly. This widens children's understanding of the world around them.

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need to do better?

n The childminder is proactive in seeking training to support her professional development. For example, she is currently undertaking special educational needs and disabilities coordinator training, enhancing the early identification process. This ensures that children receive the support they need in a timely manner. The childminder uses self-reflection to identify areas for improvement and has recently reduced her paperwork to support her own well-being and create more focused time with the children. n Parents value the childminder's calm nature and the warm and homely environment she provides for their children. They report on the 'huge strides' of progression their children make, particularly in their communication and language development. The childminder regularly shares information with parents, including children's next steps in learning.

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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 identify more specific next steps in children's learning in order to plan more targeted activities that help children to build on their skills and knowledge further n strengthen interactions with children to help further develop their mathematical skills, particularly their knowledge of shapes n gather more detailed information from parents to form more robust starting points for children, helping them to make progress from the start.

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Setting details

Unique reference number 2666084 Local authority Wiltshire Inspection number 10347127 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in February 2022 and lives in Tidworth, Wiltshire. She operates all year round from 8am to 5pm, Monday to Friday. The childminder provides funded early years 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 setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

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

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

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