Childminder in Wiltshire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Requires improvement

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The provision is inadequate

The childminder has not addressed the weaknesses identified in the quality of education over the last six inspections. This demonstrates a significant weakness in the childminder's capacity to improve. The childminder continues to have a weak understanding of how children learn and develop. She does not have a curriculum that focuses sharply enough on what she wants children to learn. She does not provide children with purposeful and challenging learning experiences that help to build on their knowledge and skills overtime. The childminder does not ensure children receive timely interventions when there are gaps in learning, particularly with their communication and language. As a result, children do not make the progress of which they are capable.

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The provision is inadequate

That said, children build close and secure attachments with the childminder, who is warm, welcoming and friendly. The childminder acts as a positive role model to children with her nurturing approach. Children play alongside their peers and learn how to cooperate, share and take turns with support from the childminder. However, due to the poorly planned curriculum, children do not have enough opportunities to remain engaged in meaningful play. This has an impact on children's motivation to learn.

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need to do better?

n The quality of education children receive is poor. The childminder does not recognise weaknesses in her skills, knowledge and practice. She remains unable to meet the learning and development requirements because she does not know how to design a curriculum that will enable children to make progress. While she assesses children's abilities, she does not use this information effectively to plan and provide activities that challenge and support their learning. Learning intentions for children are not clear and the quality of teaching is not at a good enough level. This means that children are not making sufficient progress in their overall development. n The childminder does not ensure she delivers her curriculum in a way that captures children's interests or makes them eager to explore and learn. Children have limited choices in their play and spend long periods of time sitting at the table because the childminder has not considered what they need to learn,

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need to do better?

when, and how. Children become restless, which impacts on their behaviour. The childminder does not do enough to promote children's communication and language. She does not model language or extend children's vocabulary. Additionally, she asks children questions that only require a one-word answer, rather than engaging in open dialogue with children. This limits children's exposure to language and impacts negatively on the development of their conversational skills.

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need to do better?

13 January 2025 n The childminder does not recognise the need to act promptly to seek support from external professionals when observing any potential developmental concerns. She has failed to seek advice or put targeted interventions in place. Consequently, any gaps in learning are not swiftly closed. This does not help to ensure that any potential special educational needs and/or disabilities (SEND) would be identified, which reduces the chance for children to catch up. n The childminder does not seek meaningful professional development opportunities to address the weaknesses in her practice, despite them being identified at previous inspections. She has not developed her skills and knowledge to provide good-quality care and education for children. Consequently, the childminder is unable to plan an effective curriculum that meets the needs of all children, which has led to gaps in how she supports their

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need to do better?

learning and development. n The childminder implements appropriate hygiene practices, such as when serving food or during nappy changing routines. She helpfully encourages children to wash their hands in preparation for eating meals. Children learn about the importance of being clean and healthy. n The childminder keeps parents updated about the activities she provides the children. Parents appreciate the regular communication about their child's day. The childminder provides parents with flexible working hours to accommodate their working patterns. She shares some information about activities that she offers their children.

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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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Due date

design and deliver a curriculum that focuses on what children already know and what they need to learn next to ensure that children make the best possible progress 28/03/2025

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Due date

gain the knowledge and skills required to provide good-quality early years provision, with particular regard to children's learning and development 28/03/2025

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Due date

13 January 2025 ensure the necessary support and interventions are put in place to help close gaps in children's learning promptly 28/03/2025

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Due date

improve the quality of interactions with children, with particular regard to supporting children's emerging communication and language skills. 28/03/2025

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Setting details

Unique reference number EY231909 Local authority Wiltshire Inspection number 10332095 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 15 Date of previous inspection 22 January 2024

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Information about this early years setting

The childminder registered in 2002 and lives in Mere, Wiltshire. She operates all year round from 7am to 5pm, Monday to Friday, except for family holidays and bank holidays. The childminder sometimes works with an assistant.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector observed the children at play and how they interacted with the childminder. n The inspector spoke with the childminder at appropriate times throughout the inspection. She took account of parents' views through written testimonials. n The inspector reviewed documents that were relevant to the inspection process.

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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

13 January 2025 13 January 2025 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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