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 Requires improvement

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The provision is good

The childminder creates a homely, nurturing environment. When children start at the setting, the childminder works closely with parents to help their children settle. The childminder follows a flexible routine. She supports children to understand what is happening next, which helps them feel emotionally secure. The childminder also ensures that she meets individual children's needs. For example, she changes her routine so that children can have snack earlier because they are hungry.

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The provision is good

The childminder provides a clear vision for the progress she would like children to make by supporting them to be ready for their next stage in life. She promotes a 'can-do' attitude, which children demonstrate when putting their own shoes on or accessing the toilet independently. The childminder gathers a range of information from parents and other settings the children attend to meet the learning and care needs of the children effectively.

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The provision is good

The childminder encourages children to form friendships and be considerate of each other. Children benefit from clear guidance on the rules and gentle reminders. The childminder shows patience and a considerate approach. She is a good role model to children and they build trusting relationships with others.

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need to do better?

n The childminder has a clear understanding about planning and delivering an ambitious curriculum for children. Her clear aims are play based and designed to build on what children know and what they need to learn next. The childminder focuses her ultimate aims on children developing the skills they need for their next stage in learning, such as school. This helps all children to make good progress and build knowledge and skills over time. n Children have strong attachments to the childminder. When they are upset, they climb onto her lap and snuggle into her for reassurance. She talks gently to them while comforting them. Children feel secure in the childminder's home. n The childminder plans activities so that children can build on what they know and can already do. For example, to help children develop their pincer grip, the childminder provides large tweezers and challenges children to pick up small

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need to do better?

pieces of play dough. This supports children to develop the movements and muscles that they will need to hold a pencil, ready for writing. n The childminder supports babies' communication and language by acknowledging their chatter, validating their attempts at communication, and encouraging further vocalisation. She responds using simple phrases. This supports the babies' development by helping them understand and process language in manageable chunks. n The childminder has completed a range of training and development

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need to do better?

20 September 2024 opportunities over recent months to update her knowledge and skills. There has been significant improvements in the quality of her provision since the last inspection. The childminder has clear systems in place to review the impact of training and development on the outcomes for children. n The childminder has clear expectations of children's behaviour. When they display unwanted behaviour, the childminder reminds them of the expectations. However, she does not consistently provide a clear explanation of why the behaviour is not appropriate. This does not give children the opportunity to develop their understanding of how their behaviour impacts on their friends. n The childminder shares information about children's learning with other early years professionals involved in their care. She has links with local schools and shares her professional opinions with staff at schools that children will attend, to

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need to do better?

aid their transition to school. This helps to ensure consistency in children's care and learning. n Children are beginning to learn about basic numbers and counting through their play. The childminder carefully includes counting and basic mathematical language in songs and conversations. She uses her fingers to demonstrate numbers to five, and names basic colours and shapes. Children are also able to solve problems when completing puzzles. The childminder guides them to adjust the shapes so they fit the holes successfully. n The childminder develops good partnerships with parents. Parents speak highly of the childminder and the care and learning their children receive. Regular communication means that parents have frequent updates on their children's progress. Parents comment on how supportive the childminder is, preparing children for their move to other settings. The childminder works effectively with

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need to do better?

other settings that children attend. This helps provide a consistent approach to support children's development.

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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 provide clear explanations to help children understand the impact of their actions, including how others may feel.

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Setting details

Unique reference number EY447525 Local authority Wiltshire Inspection number 10318860 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 17 Date of previous inspection 17 October 2023

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Information about this early years setting

The childminder registered in 2012 and lives in Pewsey, Wiltshire. She offers care Monday to Friday from 7.30am to 6pm, all year round. She sometimes works with an assistant. The childminder receives free early education funding for children aged three years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The inspector observed activities indoors and outside and assessed the impact these have on children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and inspector reviewed the effectiveness of an activity. n The inspector viewed relevant documentation, including the childminder's safeguarding procedures. n Parents shared their views of the setting with the inspector.

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Inspection activities

20 September 2024 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

20 September 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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