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

p.1

The provision is good

The childminder creates a calm and welcoming environment for children and their families. Children settle very quickly and show that they are happy and secure in the care of the childminder. She takes great care in getting to know each child as an individual and carefully organises learning that helps them to reach the next steps in their development and that nurtures their interests. Children are given the time they need to fully immerse themselves in their learning, without being rushed. For example, children build towers and then push the blocks down a slope. They watch with interest as they collect at the bottom and then roll other items down, learning about cause and effect.

p.2

The provision is good

Behaviour is excellent. The childminder models good manners and kindness, which children reflect in their interactions with others. The childminder notices when children are tired, hungry or thirsty and suggests a drink or a snack. She gives children choices to help them build their self-confidence. The childminder engages in high-quality, two-way conversations with children that supports their emerging communication skills. For example, she frequently adds new vocabulary, which children copy and listens to them with interest as they speak. As a result, children learn to communicate well and share their thoughts confidently. Children develop a love of learning and exploration and are well prepared for the next stage in their education, including school.

p.2

need to do better?

n The curriculum is well organised, with a focus on nurturing children's personal, social and emotional development. The childminder skilfully extends children's learning through play. For example, when children enjoy making marks, she supports them to squeeze and reposition pegs and manipulate play dough with their hands. This helps them to build the muscles in their hands that they need to support a comfortable pencil grip for early writing. n The childminder promotes children's language skills effectively. Children are keen to join in with conversations and use new words that the childminder has introduced in their play. She allows children plenty of time to consider their responses when answering questions to help them to process their thoughts and share their ideas. As a result, children are confident communicators. n Children's early mathematical skills are well nurtured in preparation for later

p.2

need to do better?

learning in school. Young children identify simple shapes, and this is extended to more complex ones, such as 'oval'. Children count items one-by-one from an early age and learn that the final number counted represents the total. n The childminder teaches children how to keep themselves fit and well. Children learn about healthy foods and enjoy plenty of fresh air and exercise. She supports children to clean their teeth after lunch to help them form good oral

p.2

need to do better?

13 November 2024 health habits and help them avoid tooth decay. n The childminder values all children's home languages and promotes a sense of belonging for all children. For example, she shares books with children that represent a diverse range of people and encourages children to recognise and celebrate their similarities and differences. n The childminder organises routines that develop children's self-confidence to help prepare them for school. For example, children self-register by placing their photos or names on a board when they arrive. Children learn to prepare their own snacks using age-appropriate knives and pour their own drinks from an early age, demonstrating good levels of independence. n The childminder is building relationships with some local schools and pre- schools. However, this is not consistent. Some children attend other settings, and the childminder has not yet contacted them to gather information or share

p.2

need to do better?

progress to help ensure continuity of care and learning for children. n The childminder attends training to keep her knowledge up to date and ensures that any assistants that she works with can fulfil their roles and responsibilities. She organises professional development to meet the needs of the children who attend. For example, she recently organised training to develop her skills in supporting children with special educational needs and/or disabilities. n Parents report that the childminder arranges settling-in sessions for their children in a sensitive way. She ensures that parents are secure and happy in leaving their children in her care and provides reassuring messages and photos for parents who are leaving their children for the first time.

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 develop stronger links with other providers, where children attend more than one, to gather and share information and further promote continuity of learning.

p.3

Setting details

Unique reference number 2787872 Local authority Wiltshire Inspection number 10373342 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 13 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024. She lives in Salisbury, Wiltshire. The childminder offers childcare from 7.30am to 6pm, Monday to Friday. She is qualified to level 3 in childcare and education. The childminder works with an assistant and offers government funded places.

p.4

Inspection activities

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 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, her assistant and the children. n The childminder and the inspector carried out a joint observation. n The inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

13 November 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.

p.4

Inspection activities

13 November 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6