Lucky, Kathryn

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

p.1

The provision is good

Children are happy and thrive in the childminder's home. She provides a well- organised environment that meets the needs of all children and helps them feel safe and secure. For example, children can access activities with ease, which enables them to make choices and be independent in their learning. If they need help, they confidently ask the childminder, who is always close by for support. Children form positive relationships with the childminder and their friends. When children need reassurance, they enjoy cuddles with the childminder. Children play well together. If their friends need help, they are quick to support them. For example, when older children realise a younger friend cannot reach a toy they want, they quickly fetch it for them. Children beam with happiness at their friend's kindness.

p.2

The provision is good

The childminder knows all the children very well, she tailors and delivers a curriculum based around their needs and interests. The childminder focuses on developing children's confidence and weaving mathematical language throughout all play and learning. For example, at snack time, children count with the childminder, saying 'one, two, three' when she hands out pieces of apple. When children make a 'salad' with the play food, the childminder asks children if they can find the item that is bigger than the rest. Children are excited to have a go and have positive attitudes to their learning.

p.2

need to do better?

n The childminder has worked hard to build her confidence and enhance her practice since the last inspection. She has sought support from external agencies and enrolled on various training courses. The childminder speaks of the national training she is currently completing, which covers all areas of learning. She has most recently completed the mathematics section, which has built her confidence in this area and helped her to identify the link between children's play and development in this area of learning. She incorporates techniques she has learned into her practice. For example, the childminder exposes all children to a variety of mathematical language, like 'bigger' and 'smaller', and helps children to identify early patterns. n The childminder builds strong partnerships with parents. Parents speak of the 'exceptional' care their children receive and how their children have made 'excellent' progress in their learning. The childminder communicates with parents

p.2

need to do better?

daily at drop-off and collection times and also shares information with parents via online messaging. She works with parents to decide on the next steps in their children's development to help ensure continuity of care and learning. n The childminder knows all children well and plans effectively for their next stage of learning. She adapts activities to ensure that they meet all children's needs.

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need to do better?

14 October 2024 For example, children strengthen the small muscles in their hands ready for early writing as they manipulate play dough with their hands and use tools to make shapes. While younger children roll out the dough with rolling pins, the childminder asks older children about the shapes they have made, and children label their shapes with confidence. The childminder extends learning even further by asking older children if they can count the points on their star and goes on to discuss different sizes of stars and where they might be found. n The childminder provides children with a variety of opportunities to explore their local community and learn about the world around them. For example, children learn to be safe outside the childminder's home when they walk to the local school and visit parks and shops. Children socialise with others when they attend groups with other local childminders and visit the local library.

p.2

need to do better?

n The childminder uses activities to help children learn to manage and understand their emotions. For example, she reads the children a book about emotions, and children excitedly seek the appropriate props to label the feelings. However, the childminder does not always support children to identify their own emotions or help them to understand why they might be feeling this way. Furthermore, when children become overly excitable and loud, the childminder asks children kindly to use 'quiet voices' but does not talk to them about why this is important.

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 help children to manage and understand their emotions by building on opportunities for children to identify and talk about their feelings.

p.3

Setting details

Unique reference number EY364510 Local authority Wiltshire Inspection number 10324503 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 6 Number of children on roll 10 Date of previous inspection 21 November 2023

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Lyneham, Wiltshire. She operates all year round, from 6.30am to 6pm, Monday to Friday. The childminder offers before- and after-school care for older children in addition to the care of early years children during the school day. The childminder holds a relevant level 4 qualification. She offers government-funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that 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 inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

14 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

14 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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