Pickett, Jayne

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

p.1

The provision is good

Children show curiosity in their play and happily explore the wide range of toys available. They respond positively to the childminder and assistant and move confidently around the welcoming, comfortable home environment. They settle easily to play with toys of their choice. The childminder and assistant plan a variety of activities that encourage children's learning well overall and support them to make good progress.

p.2

The provision is good

Children begin to use their imaginations well in their play. For example, they play a game, moving the small-world people in and out of a toy bakery shop or move the push-along cars and trucks around a track. They make pretend meals with the play food. Children develop their creativity as they decorate glass jars, such as with colourful stickers. On outings with the childminder, they collect leaves and push these onto a stick to make a 'leaf kebab'. Children play happily alongside other children and show kindness to others when sharing toys.

p.2

need to do better?

n The childminder works well with an assistant to provide consistent routines for children. They keep updated about registration and inspection issues and continue to research ideas to support children's ongoing development. For example, they have raised their awareness of new ideas for activities to encourage children's learning. n Parents comment that the childminder liaises with them regularly about their children's daily activities and progress. They note that their children enjoy going to the childminder, and they feel reassured and confident with the provision offered. However, the childminder has not considered gaining more information from parents as children start with her, for example to ensure she has full information about anything that may worry or upset the children to enable her to settle them consistently well. n The childminder and assistant support children's good health and personal

p.2

need to do better?

development effectively. For example, children learn to stop at the kerb and look and listen before crossing the road to help them develop awareness of keeping themselves and others safe. They like to look for the green man light when they press the button at a pedestrian crossing. Children have daily opportunities to exercise and play out in the fresh air. They laugh when they try to jump on the childminder's shadow. They have fun learning to control their movements to dance to a favourite nursery rhyme and start to follow the actions, touching their 'heads, knees and toes'. n The childminder and assistant promote children's communication and language effectively through their play. They narrate what children are doing in the activities and introduce more complex words. For example, the childminder talks

p.2

need to do better?

31 March 2025 with children about the lifecycle of a tadpole and explains how they breathe through their gills. n The childminder and assistant monitor children's progress and provide activities they enjoy, which help them develop new skills. For example, children are developing their fine motor skills as they learn how to use scissors safely. However, the childminder and her assistant do not organise some planned activities, such as planting beans and seeds, as well as possible, for example to give more focus to supporting all children's concentration levels and next steps of learning consistently well. n Children behave well. The childminder and assistant keep clear, appropriate expectations and boundaries, which help children feel secure. They praise them often for their efforts, such as when they help the childminder to tidy up their toys. Children play cooperatively with others. n The childminder and assistant support children's understanding of the world

p.2

need to do better?

well. For example, children enjoy going on a walk with them to look for signs of spring. They go to a nearby field where they see some sheep and watch the lambs running around. They see a butterfly and look at the buds on the trees. Children show interest looking at the patterns on the bark of a stick. They know how to use a magnifying glass to see this more clearly. Children like to hide behind the trees on their walk and smile as they run out and make the childminder jump with surprise. n Children are keen to count with the childminder and become confident using numbers in their play. They start to recognise written numbers and point to a page in a book and say, 'That's 22.' They gain awareness of early mathematical concepts such as space, shape and size when building with brightly coloured bricks or playing with a shape sorter.

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 strengthen the planning of activities to focus more precisely on the individual next steps of learning for all children and support their concentration levels consistently well n review the procedures for obtaining information from parents about their children's individual needs.

p.3

Setting details

Unique reference number 145477 Local authority Wiltshire Inspection number 10395033 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 4 Date of previous inspection 20 July 2022

p.4

Information about this early years setting

The childminder registered in 1993. She lives in Trowbridge, in Wiltshire. She is available to care for children Monday to Thursday, from 8am until 4pm, throughout the year. The childminder is in receipt of government funding. She has a level 3 qualification in early years care and education. At times, she works with her husband who acts as her assistant.

p.4

Inspection activities

n The inspector and the childminder undertook a joint observation of an activity and discussed the quality of education provided. n The inspector viewed a sample of documentation, such as the childminder's policies and qualification certificates. n The inspector observed children's interactions in play, indoors and outdoors, and discussed their learning and development. n The inspector took into account parents' written comments.

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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

31 March 2025 31 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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