Pieri Sandra

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 are happy and settled in the childminder's care. She provides a home from-home environment for children. They benefit from close caring relationships with the childminder to help them feel safe and secure. Children are happy and confident to play and learn. The childminder encourages children to do things independently, offering support and encouragement. For instance, she prompts children with guidance on how to put on their own shoes and celebrates their efforts.

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The provision is good

The childminder creates a well-rounded and varied curriculum for children. She uses the child's interest alongside topic work to vary their learning. For example, they have recently been developing an understanding of frogs and life cycles. Children are excited to recall seeing tadpoles in the local pond. The childminder has extended this knowledge by providing frog project books for home sharing for parents to complete.

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The provision is good

Children behave well. They receive gentle reminders of expectations from the childminder as required, for example, to share and take turns with the toys. The childminder praises and encourages children, helping them to feel a sense of achievement and pride. She takes care to teach them good social skills, such as being polite and using their manners when they ask for help.

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need to do better?

n The childminder knows the children well. She understands how to plan and implement sequenced learning opportunities to build on what children know and can already do. The childminder makes observations of the children to monitor their progress and well-being. This supports her to understand each child's personality and learning needs. She uses this knowledge to narrow any gaps in learning quickly and effectively. n Children begin to understand the importance of leading a healthy lifestyle. They follow good hygiene routines, and the childminder supports families with toilet training when children are ready. The childminder encourages children to try a range of healthy food at snack time. She gives them opportunities to grow and harvest food on her allotment, for example, which helps them to understand where food comes from and supports their understanding of nature. n The childminder works closely with parents. For example, she provides

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need to do better?

information on how to support children with toileting, eating and moving on to school. This means that children receive care that is consistent. n The childminder is passionate about the importance of story sessions. She explains how she would like children to enjoy reading to develop their understanding of different topics. The childminder believes that stories help

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need to do better?

2 April 2025 children to develop their imaginations. She has recently introduced parent sharing reading folders to support early reading skills. n The childminder takes children on regular outings. For example, children visit the local library and park. They take part in activities around the local area, such as singing at the care home and creative art with other childminder groups. This helps children see people who are similar and different and provides children with a better understanding of their local community. n The childminder is reflective. She can identify good practice and shares improvements she would like to make to support children within the setting. The childminder has a good understanding of where children are within their development. She shares how she will explore new ideas to enable all children to make progress. n Throughout the day the childminder builds children's vocabulary and

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need to do better?

understanding. She introduces new words to children, takes account of what they say and answers their questions clearly. Through this effective practice children develop their vocabulary and the confidence to express their opinions. The ways in which the childminder supports children's language development support children's communication skills well. n The childminder knows what skills she wants children to gain. She can support this learning through activities using her extensive range of resources. However, on occasion, these learning intentions are not as precise as they could be to ensure that children are fully focused on the activity taking place. For example, sometimes, there are too many resources available for the children to engage fully in the activity. This distracts from the intended learning.

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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 consider how to plan for children to remain focused to make more targeted progress in their learning.

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Setting details

Unique reference number 161812 Local authority Wiltshire Inspection number 10375842 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 8 Date of previous inspection 7 May 2019

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Information about this early years setting

The childminder registered in 1997 and lives in Corsham, Wiltshire. She offers her service all year round, from 7.30am to 4pm Monday, and 7.45am to 4pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification. She provides funded early education for children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their written 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

2 April 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

2 April 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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