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

Children enjoy an inviting, encouraging home where they grow in confidence and independence. They feel valued and cared for as the childminder actively listens to them. Children share photos of family days out and events that are special to them. They talk clearly and with self-assurance as they share their experiences. The childminder explores new words that children use, such as asking, 'Wow, "graduation", that's a big word. What does that mean?'

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The provision is good

The childminder has high expectations of children. Children experience a curriculum that motivates them to apply the skills and knowledge they have learned. They love the stories that the childminder shares with them, which has fostered a love for reading. Children independently select books and use pictures to help them tell stories to their friends.

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The provision is good

Children learn to take responsibility. The childminder prompts them with questions and occasional reminders as they collect the items of extra clothing they need to play in the garden. Children learn to consider the needs of others and regularly take turns when playing with one another. The childminder has high expectations of all children's learning and empowers them to share what they have learned with others. For example, they use their newly acquired knowledge to help others select the right wellie for the correct foot.

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need to do better?

n The childminder has developed an ambitious curriculum and knows what children need to learn. There is a clear focus on children building communication skills, developing appropriate social interactions with others and getting plenty of physical exercise. The childminder progressively builds children's knowledge and skills over time. Children experience regular one-to-one time with the childminder, during which they work on specific skills they need to learn. They count objects to match numerals or practise holding a pencil efficiently in preparation for school. The childminder expands children's experiences and knowledge, arranging for a dentist to visit them and teach them the importance of looking after their teeth. n The childminder identifies next steps that children need to make progress. She plans activities that target gaps in children's development. The childminder skilfully adapts plans to match their interests if they become distracted so that

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need to do better?

they continue to have opportunities to practise the skills they need to learn. However, occasionally, the childminder does not always check that children have understood what they have learned during planned activities. While children benefit from these experiences, some do not always have a secure understanding of the intended learning.

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need to do better?

22 July 2024 n Children have a good attitude to learning. They have fun working with their friends, thinking of their own ideas. Children mix up mud in the garden and add lots of plastic worms, saying, 'It's a worm party!' They persevere when they find tasks tricky. The childminder gives them the time they need to work things out for themselves. For example, children fill up small water squirters from a water jug with a tap. They find it difficult to coordinate multiple functions at the same time. However, they stick with it and are proud of their accomplishments. Children are full of self-belief and motivation to return to tricky tasks. n The childminder has high expectations of children's behaviour. Rules are clear and fair. Children listen and follow instructions. The childminder gently intervenes if children are not responding by encouraging eye contact and ensuring that they clearly understand how to make the right choice. Children

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need to do better?

have good relationships with the childminder and each other. They work together to surprise the childminder by packing away toys on their own initiative. Children delight in the childminder's joyful reaction and the celebration of their successes. n The childminder has developed good partnerships with parents. Families engage with their child's development by sharing books and stories from the childminder's 'story bag'. Children talk about their favourite book that they have been reading at home, 'A Squash and a Squeeze'. The childminder provides frequent updates to parents about their children's progress. Parents say that their children are 'so excited as they pull up to the childminder's door'.

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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 check children's understanding of what they have learned during planned activities so that teaching is focused on what they need to learn to make even more progress.

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Setting details

Unique reference number 2675010 Local authority Wiltshire Inspection number 10350651 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 4 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 2022 and lives in Tidworth, Wiltshire. She operates all year round, Monday to Wednesday, from 8am to 5.30pm. The childminder accepts early education funding for two-, three- and four-year-olds. She holds an early years qualification at level 3.

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Inspection activities

n This is 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 showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 The childminder spoke to the inspector about children's learning and development. n Children spoke to the inspector during the inspection. 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. 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

22 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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