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

Children are happy, and they settle quickly with the warm and caring childminder, demonstrating that they feel safe and secure. They choose what they would like to play with from the wide choice of activities that the childminder has organised to meet their individual needs, and they confidently ask for help when they need it.

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The provision is good

The childminder plans what she wants children to learn, building on what they can already do to develop their learning further. For example, she provides binoculars and books to extend children's interest in birds and encourages them to name birds and other wildlife in the garden, talking with them about what they find. Children are enthusiastic to use these resources and to learn about the world around them.

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The provision is good

Children respond well to the rules and boundaries that the childminder sets. Older children help younger children to follow these rules. For example, they remind younger children to put their shoes on when they go outside to protect their feet. The childminder gently and firmly reminds children of her expectations, when needed. For example, she asks younger children to step off the stones to prevent them tripping and reminds older children to share the toys to promote kindness. This helps children to learn to manage their own behaviour and understand the consequences of their actions on themselves and others.

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need to do better?

n The childminder supports children's critical thinking through the good use of comments and questioning. For example, she says, 'I wonder what goes in the wardrobe,' to children who are playing with the doll's house. This encourages children to think about and relate their play to their own experiences to help them to make sense of the world around them. n The childminder knows children well and identifies where they need support to further their development. She plans opportunities to support children to achieve the next steps in their development and interacts well with them to support their learning, for example, extending their concentration through sensitively engaging in play and encouraging them to persist with activities they are finding tricky. n The childminder develops children's mathematical knowledge, in preparation for their learning in school. For example, she talks to younger children about size

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need to do better?

and encourages older children to think about how many months there are in a year, helping them to understand that a baby can be less than one year old. n Parents are very complimentary of the care that the childminder provides and how kind and caring she is. The childminder shares with parents some of the activities their children do at the setting and how they are developing. However, she does not always give parents ideas of how they can further support their

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need to do better?

21 August 2024 children's learning at home. n Children behave well and learn to share toys. Older children are kind and helpful towards the younger children, and they understand when they have to wait for a short time if the childminder is helping a younger child with their personal care. The childminder supports children to consider the needs of others to support their social and emotional development. n Children are learning to do things for themselves, which increases their independence. For example, children take the plates to the table and choose a snack from their lunch box. The childminder encourages them to choose healthy foods and talks with children about foods that are good for them. n The childminder takes children on regular trips to the library, toddler groups and local walks. These extend children's understanding of their community and the natural world and give them access to experiences some of them have not had

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need to do better?

before. n The childminder improves her practice by networking with other childminders and attending regular training. She identifies areas of practice that she would like to develop and focuses on training that will help her in these areas. For example, after attending communication and language training, she made changes to her practice to further promote children's language skills, with particular reference to techniques to support children who speak English as an additional language.

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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 share ideas for home learning with parents, so they can support their children's learning at home.

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Setting details

Unique reference number EY501324 Local authority Wiltshire Inspection number 10357904 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 12 Date of previous inspection 17 December 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Warminster in Wiltshire. She operates all year round, from 8am to 6pm, Monday to Thursday, except for bank holidays and Christmas. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate childcare qualification at level 3.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder showed the inspector letters written by parents, giving their views of the setting. n The childminder provided the inspector with a sample of key documentation on request.

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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

21 August 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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