Childminder in Isle of Wight

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

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The provision is good

The childminder creates a warm and welcoming environment, where children are happy and settled. She and her assistant develop strong attachments with the children, who frequently go to them for cuddles and comfort. This helps to support children's emotional well-being.

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The provision is good

The childminder promotes children's positive attitudes to learning. She plan's enjoyable activities that build on children's skills and knowledge. For example, children learn how to care for the chickens in the childminders garden. They excitedly check if the chickens have laid any eggs and know how to safely collect them. Furthermore, the childminder talks to the children about sharing the leaves to feed the chickens. They count how many leaves they have and work together to share them evenly between the animals, learning about numbers and one more or one less. This encourages children's understanding of the natural world and supports their mathematical development.

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The provision is good

The childminder has a high expectation for children's behaviour. She and her assistant are good role models and provide a nurturing environment. They are calm and patient and consistently advocate a positive culture of respect for all. For instance, they encourage children to be considerate of their friends and show kindness towards each other when playing. Children are familiar with routines. They are aware of what is expected of them and what is going to happen next, such as washing their hands before mealtimes. This supports children to behave well.

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need to do better?

n The childminder is passionate about her role and is committed to keeping hers and her assistants knowledge and understanding up to date through a range of professional development opportunities. For instance, completing training and having discussions with other early years professionals, to reflect on children's learning and gain new ideas. n The childminder plans a rich and balanced curriculum with an emphasis on providing children with the core skills they need in preparation for school. She focuses on developing children's independence skills, such as teaching them how to put their coat and shoes on. The childminder works closely with parents to gather an understanding of children's initial development when they start. She provides each child the time they need to explore their new environment and create strong attachments with her and her assistant during the settling-in period. This supports children to make progress from their individual starting

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need to do better?

points and helps them to feel safe and secure. n The childminder has a good understanding of how to support children with

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need to do better?

19 March 2025 special educational needs and/or disabilities (SEND). She works in collaboration with children's parents and other professionals to ensure the needs of all children are met. This is an inclusive environment for all children. n The childminder provides the children with opportunities to build their coordination and strengthen their muscles. For instance, children enjoy being active, they climb up the ladders of the climbing frame into the play house and delight as they come down the slide. The childminder helps children develop their fine motor skills by providing activities, such as play dough, to strengthen their hand muscles in preparation for early writing. This supports children to make progress in their physical development. n Overall, the childminder and assistant support children's communication and language skills effectively. They encourage children to listen for sounds when in

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need to do better?

the garden. For example, children hear something in the sky and recognise that it is a helicopter. Furthermore, the children listen to the birds and recall previous conversations. This leads to them identifying that one of the birds is a woodpecker. However, in the childminders and assistants enthusiasm, they do not always allow children enough time to think and respond to questions. In addition, they do not consistently support children to learn the correct pronunciation of words, such as 'yellow'. This means that, on occasion, children's communication and language skills are not consistently supported as well as they could be. n The childminder plans a range of experiences and outings, that are based on children's needs and interests to extend their learning. For instance, they visit the local library, the abbey, the beach and animal sanctuaries. This helps children to develop an understanding of the community and learn about the

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need to do better?

wider world. n The childminder develops positive partnerships with parents. She shares information about activities and what children are learning. This helps parents to be aware of what their children are doing and how they can further support their children's learning at home.

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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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should:

n provide children with more time to think and respond to questions and support them to learn the correct pronunciation of words, to further support their communication and language skills.

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Setting details

Unique reference number 2702144 Local authority Isle of Wight Inspection number 10372409 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 20 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Ryde, on the Isle of Wight. She provides care for children Monday to Friday from 7.45am to 6pm, for most of the year. The childminder holds qualified teacher status. The childminder provides funded early education for children aged two-, three- and four-years-olds.

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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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke with the inspector during the inspection. n The assistant spoke to the inspector during the inspection. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 March 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

19 March 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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