Knott, Victoria

Overall effectiveness Good

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

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The provision is good

Children form strong, positive friendships with their peers in the warm, home-from- home environment created by the childminder. The childminder has established a nurturing learning environment and a well-planned curriculum, which prepares children for the next stage of their learning. As they engage in a mark-making activity, young children laugh with glee, wiping bubbles onto a tray with sponges. The childminder is skilled at following children's interests and adapting activities to meet their needs and focus. For instance, when children decide to wash toy cars with the same sponges, the childminder builds on this idea, collecting a bucket of water for the children to rinse the cars after washing them with bubbles.

p.2

The provision is good

The childminder organises regular trips out into the local community, where she helps children develop their knowledge and understanding of the local town. During visits to shops, older children develop their mathematics skills by paying for items with coins and calculating change. They also learn to recognise number symbols and understand financial transactions by examining receipts. Older children confidently share their knowledge and experiences. On visits to a nearby small farm, the childminder encourages children to learn about animals and their diets as they help feed pigs and chickens.

p.2

The provision is good

The childminder understands the importance of supporting children's physical development and regularly takes them to local parks, where they develop their core strength and balance by climbing and sliding on play equipment.

p.2

The provision is good

The childminder recognises the significance of building strong relationships with children and the positive impact this has on their learning and development. Children are joyful, secure and safe in the childminder's care. Children of all ages make good progress in their learning and development.

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need to do better?

n The childminder places a strong focus on creating a learning environment that is rich in interactions and conversations. She helps children build their communication skills and vocabulary. Children of all ages communicate well, and older children speak in long, complex sentences. They ask questions eagerly and start discussions on new topics. The childminder guides children to develop a wide vocabulary. She tells them what the different parts of an apple are called. When children find communication difficult, the childminder uses sign language and other strategies to help them make progress. The childminder listens to what children have to say, and they know that their opinions matter. As they play, children of all ages sing to themselves. n Children are supported to develop their personal skills. The childminder helps

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need to do better?

10 February 2025 older children learn to undo the buttons on their cardigan. When they need assistance, children ask politely, saying 'please can I have help', showing confidence and good manners. The childminder teaches children to recognise when they feel full after eating. However, the childminder often does things for younger children that they could do for themselves, for example washing their hands or picking children up to move them somewhere when they are physically able to move themselves. n The childminder has strong connections with other childminders and early years professionals. As an active member of local childminding groups, she stays up to date with the latest educational updates and relevant training. The childminder is knowledgeable in early years education and care, and other childminders often seek her advice. Through her reflective practice, she makes improvements to her care, such as developing new ways to make an activity more engaging if she

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need to do better?

finds the children are not interested. n The childminder helps children understand their local community. For instance, the local area has a rich railway history, so she teaches them about trains and takes them on trips to nearby places. They visit a local air base to learn about helicopters and the military services. However, the childminder does not regularly find ways to help children understand and appreciate other cultures and religions. n There is a strong focus on literacy and nurturing a love of books and reading in children. The childminder's reading is engaging and interesting, and she encourages children to talk about the pictures on each page. Children listen intently to a story about treating animals with kindness. The childminder then helps them think about the message of the book and how they can apply its advice. They discuss how pets are meant to be loved, not teased. The childminder asks questions, such as 'why don't we pull pets' tails?' and older

p.3

need to do better?

children are able to explain confidently why that is not good behaviour and what they can do instead.

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 create opportunities to support children to understand and celebrate similarities and differences and to learn more about different religions and cultures n extend opportunities for children to develop their independence skills further.

p.3

Setting details

Unique reference number EY556480 Local authority Wiltshire Inspection number 10372492 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 3 Number of children on roll 5 Date of previous inspection 23 April 2019

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Information about this early years setting

The childminder registered in 2018. She lives in Devizes, in Wiltshire. She cares for children on Monday to Friday, throughout the year, from 7.30am until 6pm. The childminder holds a level 5 qualification. She offers government funded spaces for childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and children spoke with the inspector during the inspection. n The inspector observed the quality of the curriculum during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the childminder. n The inspector read parents' feedback during the inspection and took account of their views. n The inspector looked at relevant documentation and evidence of the suitability of the childminder and people living in their home.

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Inspection activities

10 February 2025 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

10 February 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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