Hunter, Jessica Amy

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder creates a nurturing, welcoming environment for children. Children are content, and they clearly enjoy spending time at the setting. The childminder has a focus on children's emotional well-being. The childminder and any assistants she has have a warm and gentle approach that contributes to children feeling safe and relaxed in their care.

p.2

The provision is good

Children are free to explore the environment independently. The childminder and her assistants share their passion for outdoor learning with the children. They teach children about the changing seasons as they experience the awe and wonder of the natural world around them. For example, children enjoy planting and harvesting their own fruit and vegetables, which they use in their cooking and baking, such as making fresh apple juice.

p.2

The provision is good

Children have an excellent attitude to learning. They develop high levels of resilience as they excitedly climb trees. The childminder encourages even the youngest children to do so safely, and she relentlessly praises their 'can-do' attitude. Children's behaviour is exemplary. They play cooperatively together, share and take turns. For example, one child offers to help their friend zip up a bag when they are struggling. Children are respectful to their peers and the environment.

p.2

need to do better?

n The childminder has an ambitious vision for her setting. She has clear plans of what she wants children to learn and experience during their time with her. The childminder provides rich and varied resources to spark children's interest and invites them to explore. She understands the role of the adult in supporting children's inquisitiveness and extending their learning through critical thinking. n The childminder and her assistants know the children and their families extremely well. They complete home visits when children start and gather information from parents about children's starting points. This helps them to settle quickly. All children make good progress and are well prepared for when they start school. n Children are extremely independent. For example, children freely enter the 'art cabin', where they choose to draw patterns on leaves and use stamps to make prints in paint. Children independently put on their own outdoor clothing and ask

p.2

need to do better?

to help with sweeping up. The childminder supports children to safely manage risks for themselves. For example, they learn how to care for animals and use simple tools, such as potato peelers. n The childminder skilfully uses routines to support children's development. For example, lunchtime is a home-from-home experience where children sit around the table together and enjoy rich conversations about their families and their

p.2

need to do better?

3 October 2024 food. Children learn about the importance of washing their hands well. However, children are not consistently supported to independently wipe their own noses. n Overall, children's communication and language development are promoted well. Children have lots of opportunities to sing songs and read stories. The childminder provides every child with a library bag and they choose a book to take home and share with their parents. This contributes to children developing an early love of reading. However, on some occasions, the childminder and any assistants do not model the correct terminology, such as using 'doggy' instead of 'dog'. This prevents children from learning the correct language. n The childminder ensures she works effectively with any assistants she has. The childminder follows safer recruitment procedures and ensures the ongoing suitability of any assistants and household members. The childminder provides

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need to do better?

any assistants with ongoing supervision and recognises the importance of providing high-quality training and development opportunities. n The childminder has excellent partnerships with families and other settings that children attend. Parents provide feedback through questionnaires and have a formal meeting to discuss their child's progress. The childminder provides every child with a treasure bag and encourages parents to collect items for this to support the home-learning experience. n The childminder is very reflective and regularly evaluates her practice. She knows her strengths and can identify areas for continual improvement as she strives to provide the best quality care and education for the children and their families.

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 build on the already good teaching by consistently using the correct terminology to help children hear and use the correct vocabulary n create even more opportunities for children to develop good hygiene and self- care practices, such as wiping their own noses, to help them understand the importance of good hygiene practices.

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Setting details

Unique reference number 2681278 Local authority Wiltshire Inspection number 10360109 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 12 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in June 2022. She lives in Crudwell, near Malmesbury, in Wiltshire. She operates 8.15am to 4.45pm, Tuesday to Thursday, term time only. The childminder is a qualified teacher. She also holds a forest school leader qualification at level 3 and offers outdoor learning. She employs assistants and offers government-funded places.

p.4

Inspection activities

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 Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector and childminder carried out a joint observation of a music activity. n The inspector spoke to any assistants the childminder has at appropriate times during the inspection. n The inspector took account of a range of parents' views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 October 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

3 October 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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